Predicting Student Engagement: The Role of Academic Belonging, Social Integration, and Resilience During COVID-19 Emergency Remote Teaching

Versteeg, Melissa; Kappe, Rutger; Knuiman, Carlijn

doi:10.3389/fpubh.2022.849594

Cited by 25 publications

(21 citation statements)

References 70 publications

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“…This leads to propose a scenario where perceived social support influences engagement, and sense of belonging contributes to explain this relation by a mediating effect. This is consistent with studies that have evaluated the mediating role that sense of belonging has in the relationship between resilience and engagement in higher education students [45].…”

Section: Social Integration Factors Related To Engagementsupporting

confidence: 91%

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

et al. 2022

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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.

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Section: Social Integration Factors Related To Engagementsupporting

confidence: 91%

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

et al. 2022

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“…were associated with higher levels of belonging and lower levels of loneliness and social anxiety in university students. Another study conducted in the Netherlands during the COVID-19 pandemic by Versteeg et al [44] found that students' sense of academic belonging and perceived social integration were both significantly associated with engagement in university. Our finding adds to this research, suggesting that there may be protective effects on social wellbeing and mental health for students who participate in university groups or activities.…”

Section: Discussionmentioning

confidence: 98%

Factors Associated with Engagement in University Life, and Help Seeking Attitudes and Behaviour in First Year Undergraduate Students

Gulliver

Wysoke

Calear

et al. 2022

IJERPH

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Students transitioning from secondary school to university may experience unique issues that impact their mental health. There is limited research, however, on what drives first year students to seek professional help for mental health problems. There is also a current lack of knowledge about the factors that may be associated with engagement with university life in students transitioning to university, and how engagement may be related to help seeking attitudes and behaviours in a first year university population. Data (N = 165) were drawn from two waves (Wave 1, February 2021, and Wave 4, June 2021) of a longitudinal study of Australian university students commencing study for the first time, which included measures of engagement, belonging, stigma and help seeking intentions and behaviours. The results showed that students with higher levels of depression stigma prior to commencing university at Wave 1 had less positive attitudes towards help seeking at Wave 4. Students had increased odds of seeking help for a mental health problem in Wave 4 if they had moved away for university, reported higher levels of mental health literacy or willingness to disclose, had lower levels of engagement with university life and were experiencing higher levels of general psychological distress. Students experiencing higher thwarted belongingness were also found to have lower levels of engagement with university at Wave 4. Both thwarted belongingness and stigma were found to be associated with engagement with university and help seeking behaviours and should be examined further.

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“…Differences in the child, family and maternal health characteristics by sex and gestational age categories were analysed using independent t-tests, one-way analysis of variance (ANOVA) and chi-squared tests. Based on the previous literature [34][35][36][37][38] and our exploratory analysis, the summarized directed acyclic graph (DAG) between gestational age, daily sleep hours and CSHQ scores (Additional file 1: Figure S1) was generated by using a web-based tool DAGitty (www. dagit ty.…”

Section: Discussionmentioning

confidence: 99%

Associations between gestational age and childhood sleep: a national retrospective cohort study

Lyu

Groeger

Barnett

et al. 2022

BMC Med

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Background Both sleep quality and quantity are essential for normal brain development throughout childhood; however, the association between preterm birth and sleep problems in preschoolers is not yet clear, and the effects of gestational age across the full range from preterm to post-term have not been examined. Our study investigated the sleep outcomes of children born at very-preterm (<31 weeks), moderate-preterm (32–33 weeks), late-preterm (34–36 weeks), early-term (37–38 weeks), full-term (39–40 weeks), late-term (41 weeks) and post-term (>41 weeks). Methods A national retrospective cohort study was conducted with 114,311 children aged 3–5 years old in China. Children’s daily sleep hours and pediatric sleep disorders defined by the Children’s Sleep Habits Questionnaire (CSHQ) were reported by parents. Linear regressions and logistic regression models were applied to examine gestational age at birth with the sleep outcomes of children. Results Compared with full-term children, a significantly higher CSHQ score, and hence worse sleep, was observed in very-preterm (β = 1.827), moderate-preterm (β = 1.409), late-preterm (β = 0.832), early-term (β = 0.233) and post-term (β = 0.831) children, all p<0.001. The association of pediatric sleep disorder (i.e. CSHQ scores>41) was also seen in very-preterm (adjusted odds ratio [AOR] = 1.287 95% confidence interval [CI] (1.157, 1.433)), moderate-preterm (AOR = 1.249 95% CI (1.110, 1.405)), late-preterm (AOR = 1.111 95% CI (1.052, 1.174)) and post-term (AOR = 1.139 95% CI (1.061, 1.222)), all p<0.001. Shorter sleep duration was also found in very-preterm (β = −0.303), moderate-preterm (β = −0.282), late-preterm (β = −0.201), early-term (β = −0.068) and post-term (β = −0.110) compared with full-term children, all p<0.01. Preterm and post-term-born children had different sleep profiles as suggested by subscales of the CSHQ. Conclusions Every degree of premature, early-term and post-term birth, compared to full-term, has an association with sleep disorders and shortened daily sleep duration. Preterm, early-term, and post-term should therefore all be monitored with an increased threat of sleep disorder that requires long-term monitoring for adverse sleep outcomes in preschoolers.

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Predicting Student Engagement: The Role of Academic Belonging, Social Integration, and Resilience During COVID-19 Emergency Remote Teaching

Cited by 25 publications

References 70 publications

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

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

Factors Associated with Engagement in University Life, and Help Seeking Attitudes and Behaviour in First Year Undergraduate Students

Associations between gestational age and childhood sleep: a national retrospective cohort study

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