University Belonging Questionnaire

Slaten, Christopher D.; Elison, Zachary M.; Deemer, Eric D.; Hughes, Hayley A.; Shemwell, Daniel A.

doi:10.1037/t75836-000

Cited by 2 publications

(2 citation statements)

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“…University Belonging. The University Belonging Questionnaire (UBQ; Slaten et al, 2017) is a 24-item scale that was employed to measure the sense of belonging on college campuses. This scale measures three factors related to university belongingness which are university affiliation, university support and acceptance, and faculty and staff relations.…”

Section: Methodsmentioning

confidence: 99%

“…Belongingness is especially important in the university settings because it may help with the cultivation of healthy academic behaviors and serve as a buffer against academic stress (Civitci, 2015). In academic settings, belongingness refers to their connection to campus, commitment to their institution, and perception that their abilities are recognized by others (Slaten, 2017).…”

Section: University Belongingnessmentioning

confidence: 99%

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College Student Exercise Motivation: The Role of Belongingness and College Self-Efficacy

Sebastian

Slaten

Williams³

et al. 2021

IJCE

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This study examined the role of college self-efficacy in the relationship between university belongingness and exercise motivation among a group of college students (N = 311). Multiple social factors have been identified as playing an important role in students’ physical health and wellness (Leslie et al., 1999; Wallace et al., 2000); however, the mechanisms by which university belongingness influences various exercise motives are unexplored. In the current study, college self-efficacy was examined as a mediator between university belongingness and six types of exercise motivation: stress management, appearance, enjoyment, revitalization, weight management, and positive health (Markland & Ingledew, 1997). Results showed that college self-efficacy mediated the relationship between belongingness and exercise motivation for stress management, enjoyment, revitalization, and positive health. These findings highlight how college self-efficacy helps explain the relationship between university belongingness and motivation to exercise, providing insight into prevention research and implications for university personnel to help foster greater health promotion on campus.

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Section: Methodsmentioning

confidence: 99%

Section: University Belongingnessmentioning

confidence: 99%

College Student Exercise Motivation: The Role of Belongingness and College Self-Efficacy

Sebastian

Slaten

Williams³

et al. 2021

IJCE

Self Cite

View full text Add to dashboard Cite

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Understanding the relationship between youths’ belonging and bullying behaviour: An SEM Model

Slaten¹,

Rose²,

Ferguson³

2019

bpsecp

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AimBullying is a significant problem among school children and within the climate and culture of many schools. Research has indicated that environmental and psychosocial factors may play an important role in the culture change needed to minimise bullying behaviours in schools (Goldweber et al., 2013; Mehta et al., 2013; Sapouna & Wolke, 2013). A growing body of literature suggests that belonging, one such type of psychosocial factor may act as a buffer for bullying perpetration. For this reason, the current study aimed to explore the relationship between peer, family, and school belonging and bullying behaviours.Method/RationaleStudents from rural middle schools (ages 11–14; N=912) in the United States completed surveys including questionnaires on bullying and peer, family, and school belonging. Structural equation modeling was used to examine the relationship between belonging and bullying behaviour.FindingsThe results support the hypotheses and suggest there is a link between sense of belonging (peer, family, and school) and bullying behaviour.LimitationsThe most notable limitation is that the data are cross-sectional, examining the variables at one particular time point, which eliminates the possibility of studying longitudinal impact. Further, all measured constructs examined were done through self-report assessments. Thus, observational and behavioural information was not collected or utilised in the current study.ConclusionsThese findings have an important applied component and could lead to stronger intervention efforts. Specifically, interventions that focus on increasing positive peer-level interactions, coupled with a stronger sense of school community or belonging, could result in decreases in bullying behaviours.

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University Belonging Questionnaire

Cited by 2 publications

References 0 publications

College Student Exercise Motivation: The Role of Belongingness and College Self-Efficacy

College Student Exercise Motivation: The Role of Belongingness and College Self-Efficacy

Understanding the relationship between youths’ belonging and bullying behaviour: An SEM Model

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