The ties that belong: Tie formation in preservice teacher identification networks

Björklund, Peter; Daly, Alan J.

doi:10.1016/j.tate.2020.103223

Cited by 15 publications

(10 citation statements)

References 58 publications

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“…In 1995, Baumeister and Leary wrote, “The need to belong: Desire for interpersonal attachments as a fundamental human motivation,” which has become the most recognized and cited work on the topic of belonging. Their work has been instrumental in shaping a new generation of belonging researchers who reference their foundational scholarship in belonging research spanning from social network analysis (Bjorklund & Daly, 2021 ) to brief psychological interventions (Walton & Brady, 2017 ).…”

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confidence: 99%

The Need to Belong: a Deep Dive into the Origins, Implications, and Future of a Foundational Construct

et al. 2021

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The need to belong in human motivation is relevant for all academic disciplines that study human behavior, with immense importance to educational psychology. The presence of belonging, specifically school belonging, has powerful long- and short-term implications for students’ positive psychological and academic outcomes. This article presents a brief review of belonging research with specific relevance to educational psychology. Following this is an interview with Emeritus Professors Roy Baumeister and Mark Leary, foundational pioneers in belonging research which reflects upon their influential 1995 paper, “The need to belong: Desire for interpersonal attachments as a fundamental human motivation,” to explore the value and relevance of belonging for understanding human behavior and promoting well-being.

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confidence: 99%

The Need to Belong: a Deep Dive into the Origins, Implications, and Future of a Foundational Construct

et al. 2021

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“…In other words, because they are in their programs with the intent of becoming teachers, this validates an identity they are striving for. Earlier research has shown that feeling a sense of commonality or identifying with others in their cohorts relates to increased feelings of belonging among preservice teachers (Bjorklund and Daly, 2021). Additionally, Lent et al (2011) found that teachers who are making progress toward professional goals report increased SWB.…”

Section: Discussionmentioning

confidence: 94%

“…As discussed above, despite the positive academic and psychological outcomes related to sense of belonging, there is a dearth of literature focusing on graduate school settings, especially teacher education programs (e.g., Bjorklund et al, 2020;Bjorklund and Daly, 2021). More work should therefore explore the antecedents and outcomes of sense of belonging for graduate students as well as its connection to well-being-for preservice teachers and for graduate students more broadly.…”

Section: Discussionmentioning

confidence: 99%

“…Despite the growing research and positive outcomes related to sense of belonging in undergraduate settings, there is a dearth of research on the topic in postgraduate settings, such as teacher education programs (e.g., Bjorklund et al, 2020;Bjorklund and Daly, 2021). One of the main goals of this paper is therefore to address this gap in the literature.…”

Section: Sense Of Belongingmentioning

confidence: 99%

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Finding Satisfaction in Belonging: Preservice Teacher Subjective Well-Being and its Relationship to Belonging, Trust, and Self-Efficacy

2021

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The well-being of teachers and preservice teachers has been a topic extensively explored through the lens of burnout and stress. Despite its manifold benefits, few studies have explored PST well-being through the lens of subjective well-being. Grounding our study in positive psychology, we explore the relationships between preservice teachers’ subjective well-being, program sense of belonging, relational trust, and self-efficacy. Our participants included 63 multiple- and single-subject preservice teachers in a major university teacher education program in the western United States. They were surveyed in May 2019 in the final month of completing their program. We found that sense of belonging, relational trust, and self-efficacy individually are positively associated with well-being. A mediation analysis revealed that the relationship between relational trust and subjective well-being is mediated by program sense of belonging, which may indicate the importance of cohesion in a cohort-based teacher education program.

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“…(p. 15) TEPs can take concrete steps to create opportunities for PSTs to form ties and support networks by actively creating these conditions. For example, Bjorklund and Daly (2019) found that one of the strongest predictors of tie formation for PSTs was being placed in the same school for student teaching. Understanding the reasons why ties form and the role that TEPs have in forming ties can help teacher educators actively facilitate tie formation in their programs.…”

Section: Implications and Conclusionmentioning

confidence: 99%

Connections and Capacity: An Exploration of Preservice Teachers’ Sense of Belonging, Social Networks, and Self-Efficacy in Three Teacher Education Programs

Björklund¹,

Daly

Ambrose

et al. 2020

AERA Open

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Learning to teach is rife with challenges. Preservice teachers’ self-efficacy can potentially mitigate the stress of these challenges, and teacher education programs are fundamental in helping them build this important resource. As such, understanding the foundations of self-efficacy is important for researchers and teacher educators alike. Grounding our study in social network theory, we explored the relationship between sense of belonging to a teacher education program, network centrality, and self-efficacy. Our sample included 245 preservice teachers in three university teacher education programs. We found that sense of belonging to the program and network centrality (in-degree and out-degree) were significantly and positively related to preservice teachers’ self-efficacy beliefs. This study builds on a growing literature that explores the relationships between preservice teachers’ social networks and their beliefs and practices.

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The ties that belong: Tie formation in preservice teacher identification networks

Cited by 15 publications

References 58 publications

The Need to Belong: a Deep Dive into the Origins, Implications, and Future of a Foundational Construct

The Need to Belong: a Deep Dive into the Origins, Implications, and Future of a Foundational Construct

Finding Satisfaction in Belonging: Preservice Teacher Subjective Well-Being and its Relationship to Belonging, Trust, and Self-Efficacy

Connections and Capacity: An Exploration of Preservice Teachers’ Sense of Belonging, Social Networks, and Self-Efficacy in Three Teacher Education Programs

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