Perceived Social Support and Engagement in First-Year Students: The Mediating Role of Belonging during COVID-19

Abstract

Academic engagement and the conditions that favor it have become relevant in recent decades due to their relationship with academic performance, well-being, and university permanence. Variables such as perceived social support and sense of belonging are relevant aspects of social integration to promote engagement. Evidence shows both variables predicting engagement. In addition, the available evidence suggests this possible mediating role, which requires further analysis in freshmen in the emergency teaching context due to the COVID-19. The present study aims to evaluate the mediating role of sense of belonging in the relationship between perceived social support and engagement in university students. Results showed significant predictive relationships between social integration variables and engagement and showed the mediating role of sense of belonging in the relation between perceived social support and the three types of engagement. These results suggest the relevance for degree programs to consider these social integration variables as a key element for university freshmen.

Adaptación y análisis de la estructura interna de la Escala de Sentido de Pertenencia Universitaria (ESPU) en estudiantes peruanos

“…No me siento mal por desobedecer las reglas de la universidad siempre que no me descubran"). En este sentido, el análisis del contenido de los ítems y sus dimensiones es consistente con la conceptualización del sentido de pertenencia que se ha expuesto en el presente trabajo, pues este se entiende como la experiencia psicológica en términos de participación valorada y ajuste persona-entorno de los universitarios (Maluenda-Albornoz et al, 2022b, Maluenda-Albornoz et al, 2023.…”

“…Así, los instrumentos descritos miden algún aspecto especifico de la identificación con la carrera, o con la organización desde una perspectiva de un miembro del equipo laboral de dicha institución; sin embargo, es necesario conocer el sentido de pertenencia como experiencia psicológica en términos de participación valorada y ajuste persona-entorno de los universitarios y como ella puede propiciar el bienestar e incluso reducir los niveles de deserción académica (Maluenda-Albornoz et al, 2023) Por otra parte, Akar-Vural et al ( 2013) diseñaron la Sense of Belonging Scale, inicialmente dirigida hacia adolescentes turcos, que mide el sentido de pertenencia hacia la escuela. Su modelo teórico subyacente comprende dos dimensiones: la primera denominada Contenment in school, la cual hace referencia al orgullo y felicidad de ser parte de la institución, y la segunda denominada Obedience of school rules, que aborda el cumplimiento de las normas establecidas por la institución.…”

Exploring the factors affecting elementary mathematics teachers’ innovative behavior: an integration of social cognitive theory

“…The support from people around teachers can enhance their enthusiasm to continue learning and mastering the Technological Pedagogical Mathematical Knowledge (TPMK) ability. Additionally, engagement has been proven to be positively affected by social influence 41 . Engagement among elementary school teachers is likely to improve significantly when enhanced support is received from their peers and colleagues.…”

Return to Face-to-Face Classrooms in Higher Education: Students Experiences in Chile, Venezuela, and Ecuador

“…The interaction with their classmates plays a crucial role in the experience of adapting to university life, in the development of friendship, and in acquiring positive social experiences [67]. Moreover, the possibility of interacting physically with other students influences their perception of support when facing challenges and the creation of a closed social environment that strengthens the development of an individual personality [68].…”

“…To ascribe academic challenges to specific periods is important since it allows students to feel that there is more control over them. Therefore, it allows students to be more active when searching for internal and external resources to overcome difficulties [68,71]. Although low levels of expectation are temporary, it is important to acknowledge that these feelings still have a great impact on academic performance and the motivation of students [72].…”