Relevant bibliographies by topics / Belongingness

Academic literature on the topic 'Belongingness'

Author: Grafiati
Published: 4 June 2021
Last updated: 23 August 2023

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Journal articles on the topic "Belongingness"

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Cockshaw, Wendell David, Ian M. Shochet, and Patricia L. Obst. "General Belongingness, Workplace Belongingness, and Depressive Symptoms." Journal of Community & Applied Social Psychology 23, no. 3 (November 8, 2012): 240–51. http://dx.doi.org/10.1002/casp.2121.

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Hellyer, Paul. "Belongingness matters." British Dental Journal 231, no. 9 (November 12, 2021): 567. http://dx.doi.org/10.1038/s41415-021-3633-4.

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Kneer, Julia, Inna Hemme, and Gary Bente. "Vicarious Belongingness." Journal of Media Psychology 23, no. 3 (January 2011): 133–40. http://dx.doi.org/10.1027/1864-1105/a000045.

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There is empirical evidence that mortality salience (MS) influences effects of advertisements. For instance, mere exposure to high-value goods can enhance cultural worldview and self-esteem and thus act as a buffer against existential anguish. Besides cultural worldview and self-esteem, close relationships can help to reduce existential anguish. Drawing upon terror management theory (TMT), the current study addressed the question of whether MS combined with emotional commercials influences perception of the ads as well as further behavior. We compared the effects of socioemotional versus informational ads after MS induction, measuring perceived emotionality of the ads, evaluation of ads and products, recall, and buying intention. Significant effects were found in all outcome variables, except for recall, supporting the hypothesis that under MS induction, commercials with a socioemotional content can enhance advertisement impact.
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HUANG, YING-FEN. "Contesting Belongingness." Continuum 17, no. 3 (September 2003): 347–49. http://dx.doi.org/10.1080/10304310302730.

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Malone, Glenn P., David R. Pillow, and Augustine Osman. "The General Belongingness Scale (GBS): Assessing achieved belongingness." Personality and Individual Differences 52, no. 3 (February 2012): 311–16. http://dx.doi.org/10.1016/j.paid.2011.10.027.

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Booker, Keonya C., and Jae Hoon Lim. "Belongingness and Pedagogy." Youth & Society 50, no. 8 (May 30, 2016): 1037–55. http://dx.doi.org/10.1177/0044118x16652757.

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In the present study, school belongingness was explored in the context of a mathematics classroom over the course of one academic year. In-depth interviews with eight African American middle school students and their three White teachers were conducted at two time periods. This phenomenological qualitative investigation of African American middle school girls revealed two primary themes of personal connection with their teachers and authentic pedagogy. As practitioners and researchers continue to examine the factors related to African American student achievement, empirical research should highlight the importance of teacher warmth and instructional relevance in the experiences of students of color in middle grades and secondary mathematics classes.
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Mohanna, Kay. "Belongingness: a commentary." Education for Primary Care 29, no. 5 (September 3, 2018): 276–77. http://dx.doi.org/10.1080/14739879.2018.1522238.

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Caminong, Joliber M., Manuel R. Tanpoco, Retchell Rublin L. Morales, and Kevin S. Pitargue. "The Impact of Reflective Leadership on Workplace Belongingness: A Gender-Inclusive Analysis Using a Convergent Mixed Methods Approach." International Journal of Multidisciplinary: Applied Business and Education Research 4, no. 6 (June 23, 2023): 1989–2003. http://dx.doi.org/10.11594/ijmaber.04.06.24.

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This paper examines the impact of reflective leadership on workplace belongingness, with a particular focus on gender differences. Through a combined approach of thematic and quantitative analyses, the study explores the factors that contribute to workplace belongingness and investigates potential variations in these factors based on gender. The findings reveal that reflective leadership positively influences workplace belongingness, with employees perceiving higher levels of reflective leadership in their leaders reporting higher levels of belongingness. The study identifies a safe environment, open communication, and challenging beliefs and assumptions as significant components of reflective leadership that impact workplace belongingness. The thematic analysis highlights the importance of psychological safety, effective communication, the value of work and purpose, and openness to change in fostering workplace belongingness. The quantitative analysis further reveals that the relationship between reflective leadership and workplace belongingness is stronger for female employees compared to male employees. The study emphasizes the need to consider gender-specific factors when promoting workplace belongingness, and it suggests strategies for organizations and leaders to create a positive work environment that enhances belongingness. These strategies include fostering a safe and supportive environment, promoting open communication, encouraging critical thinking, and implementing gender-specific initiatives and policies. The findings contribute to the existing literature by shedding light on the complex relationship between reflective leadership, workplace belongingness, and gender. Overall, promoting workplace belongingness contributes to improved employee well-being, satisfaction, engagement, and organizational performance.
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Jena, Lalatendu Kesari, and Sajeet Pradhan. "Conceptualizing and validating workplace belongingness scale." Journal of Organizational Change Management 31, no. 2 (April 9, 2018): 451–62. http://dx.doi.org/10.1108/jocm-05-2017-0195.

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Purpose Previous studies have treated general belongingness as an aggregated construct that encompasses all belongingness types and have ignored the importance of context specific belongingness. This omission can be attributed to the lack of any context specific instrument to measure belongingness. Thus, the purpose of this paper is to develop and validate a self-report measure of workplace belongingness that will uniquely capture and test individual’s sense of belongingness in organisational context. Design/methodology/approach In total, 824 managerial executives working in several Indian MNCs operating in manufacturing and service sectors participated in the study. Data were collected through face-to-face survey and through online questionnaire. Findings The 12-item unidimensional scale was revalidated through confirmatory factor analysis after obtaining the results from exploratory factor analysis. Originality/value The current study developed and tested a unidimensional workplace belongingness scale that fully captures the essence of an individual’s belongingness in workplace setting.
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O'Keefe, Victoria M., DeMond M. Grant, Raymond P. Tucker, William V. Lechner, Adam C. Mills, Matt R. Judah, and LaRicka R. Wingate. "Autonomy as a Prospective Predictor of Perceived Burdensomeness and Thwarted Belongingness Through Symptoms of Depression." OMEGA - Journal of Death and Dying 73, no. 1 (March 3, 2015): 70–86. http://dx.doi.org/10.1177/0030222815575702.

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This study examined the relationship between sociotropy, autonomy, depression symptoms, perceived burdensomeness, and thwarted belongingness in a sample of 113 undergraduate students. A prospective design with three time points was utilized to determine whether personality styles and depression symptoms play a role in the development of perceived burdensomeness and thwarted belongingness, two interpersonal suicide risk factors. Time 1 autonomy predicted depression symptoms at Time 2; Time 2 depression symptoms predicted thwarted belongingness and perceived burdensomeness at Time 3. Results suggest depression symptoms mediate the relationship between autonomy and thwarted belongingness, and autonomy and perceived burdensomeness. This study contributes to understanding how the presence of specific personality traits may lead to depression symptoms, which in turn leads to perceived burdensomeness and thwarted belongingness. Clinical implications, including assessment of autonomy, and perceived burdensomeness and thwarted belongingness, are discussed.
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Dissertations / Theses on the topic "Belongingness"

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Horner, Jory. "Belongingness and Exclusion in College Outdoor Orientation." Thesis, Prescott College, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10743413.

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Little is known about the experiences of students on college outdoor orientation trips who experience lower levels of belonging within their group. During this study students who experienced lower belonging on one program were interviewed to identify common characteristics of these experiences. Due to a small number of research participants, the study was expanded through a national survey to include outdoor orientation participants at 23 schools. Although the expansion of the study increased the likelihood of reaching more participants, it did not result in additional interviews. The difficulty in reaching students who experience lower levels of belonging on outdoor orientation trips became a significant element of the research. Aspects of the responses from these individuals may align with experiences of shame. Elements of shame are discussed as a potential explanation for the low response rate, as well as recommendations for future researchers.

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Finley, Angela Michelle. "Fostering success : the question of belongingness at the graduate level." Thesis, University of British Columbia, 2014. http://hdl.handle.net/2429/50030.

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This mixed methods research study explores the relationship between belongingness and academic success for graduate students from non-English speaking backgrounds (NESB). With Canadian universities diversifying student populations by drastically increasing the number of students being admitted from non-English speaking backgrounds, knowing how best to support NESB learners is of great concern to institutions, administrations, and educators. Researchers from many disciplines, particularly psychology, recognize that belongingness is an essential human need and motivation, yet it is often overlooked in education. Belongingness has been advanced as a powerful means of fostering academic success in higher education, yet in the field of Additional Language Teaching and Learning (ALTL), it is not well understood. This research can inform both educators and those involved with institutional policy enactment in ways to build stronger academic and institutional learning communities for NESB students. In this study, graduate students from both English and non-English speaking backgrounds were surveyed at a research-intensive Western Canadian university in order to better understand perceptions of belongingness, language acquisition, and academic success. NESB participants were then interviewed to gain a deeper understanding of the topic. Data from 36 survey responses and 3 interviews were gathered and interpreted through hermeneutic phenomenological approaches. The results of the study indicate that participants, particularly NESB students, perceived belongingness as an important aspect of their academic success at the graduate level. In particular, they identified that their peer to peer relationships, their relationships between students and faculty, and the classroom and campus environment all played key roles in their perceptions of belongingness. The data suggests that having a greater sense of belongingness would increase students’ feelings of happiness and satisfaction, as well as increase loyalty and allegiance to the university. This research has implications for educators and institutions concerned with inclusive education and best practices for English as a second language (ESL) and English as an additional language (EAL) students. It may also have impacts for other student populations as well, such as Aboriginal students, at-risk students, and even students from traditional or mainstream backgrounds.
Education, Faculty of (Okanagan)
Graduate
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Nelson, Taylor. "Belief and Belongingness: Are Supernatural Agents and Forces Social Surrogates?" Thesis, North Dakota State University, 2018. https://hdl.handle.net/10365/28751.

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Motivational approaches to the study of supernatural beliefs propose that such beliefs serve psychological functions. I tested the proposal that supernatural agents and forces are sought out as social surrogates to fulfill the need to belong. First, I present preliminary data consistent with the claim that the belongingness motive and deficits in belongingness (i.e., loneliness) are related to supernatural beliefs. Next, I report an experiment testing the supernatural social surrogate proposal. I hypothesized that affirming belongingness would reduce supernatural beliefs and that the relationship between the predictors and supernatural beliefs would weaken if one’s belonging is affirmed. If supernatural beliefs are motivated by belongingness concerns, then meeting people’s belongingness needs should reduce their inclination to turn to supernatural social surrogates. I further predicted these effects would remain significant when controlling for known cognitive correlates of supernatural beliefs. Results did not support the social surrogate hypothesis.
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Lakin, Jessica L. "Exclusion and nonconscious behavioral mimicry: The role of belongingness threat." The Ohio State University, 2003. http://rave.ohiolink.edu/etdc/view?acc_num=osu1060011302.

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Lakin, Jessica Lynn. "Exclusion and nonconscious behavioral mimicry the role of belongingness threat /." Connect to this title online, 2003. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1060011302.

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Thesis (Ph. D.)--Ohio State University, 2003.
Title from first page of PDF file. Document formatted into pages; contains xii, 111 p.; also includes graphics Includes bibliographical references (p. 100-109). Available online via OhioLINK's ETD Center
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Ojala, Kristofer P. "Group Belongingness and Intra- and Inter-Group Processes in Children." Thesis, Griffith University, 2008. http://hdl.handle.net/10072/366539.

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Why do children engage in group behaviour and, more specifically, what motivates them to express in-group bias and out-group discrimination? Central to social identity theory (SIT; Tajfel & Turner, 1979) and its elaboration self-categorisation theory (SCT; Turner, Hogg, Oakes, Reicher, & Wetherell, 1987), is the view that group attitudes are critically dependent on inter-group comparison and the positive distinctiveness of the in-group. However, whereas this approach has been influential with adults, there has been mixed support in relation to children. The present research program explored the possibility that children, especially in early to midchildhood, are much more simply focused on group belonging, acceptance, and maintenance of group membership. According to this approach, children would initially be more concerned about securing a position within the group, conforming to in-group norms, and maintaining their group membership, than focusing on inter-group comparisons and positive distinctiveness. Study 1 consisted of an experimental simulation which sought to explore the impact of children’s self-presentational concerns on their motivation to be accepted by a group. Children’s accountability to their in-group was manipulated via the group’s surveillance of their responses, or lack of surveillance. In addition, the study examined whether children’s attitudes were influenced by information about how accepting the in-group was of new members. If the children’s over-riding motivation was to be accepted as a member of the in-group, it was expected that the participants would reveal (1) greater liking for the in-group when it was open and accepting, and (2) increased liking for the in-group under surveillance. The sample consisted of 77 children, aged 9-13 years who were randomly allocated to one of four conditions in a simulated drawing competition. Each child was placed in a drawing team that varied in its acceptance of new members (open versus closed) and whether they were under surveillance by their team (present versus absent). Consistent with a need for belonging and acceptance account, surveillance increased liking toward the in-group but had no effect on outgroup liking. Similarly, an open and accepting in-group instigated greater liking for the in-group but had no effect on out-group liking. Study 2 sought to expand on the need for belonging motive in a similar minimal group experiment to investigate whether an inter-group comparative context that emphasises a threat to the status of the in-group enhances concerns about being accepted by the in-group. In addition, the effects of a threat of exclusion from the in-group on the participants’ in-group and out-group attitudes were explored. Further, the study investigated the extent to which a child’s own need for belonging and acceptance might lead to differential judgments of other new members. A total of 82 children, aged 7-11 years, were randomly assigned to a high status drawing team that varied in its level of in-group exclusion threat (exclusion threat versus no exclusion threat) and whether the in-group was threatened by an out-group (out-group threat versus no out-group threat). In addition, the participants were provided information about a new member indicating that his/her attributes were supportive versus non-supportive of in-group norms. Findings provided some support for the need for acceptance motive with the in-group liked more than the out-group. In addition, both in-group exclusion threat and new member attributes influenced acceptance of the new member and desire to work with both groups. However, whereas liking for the in-group was unaffected by out-group threat, the out-group was liked less when there was an out-group threat versus no threat. Given the early support for the group belongingness motivation, the third study aimed to develop a valid and reliable scale for assessing individual variability in children’s need for group belongingness. The scale development phase drew upon SIT principles and its more recent elaborations to inform and validate four hypothesised dimensions of a general need for group belongingness: a need for membership; need for distinctiveness; fear of exclusion; and a need for similarity. The first two stages of scale development consisted of item generation, and pilot testing on a sample of 15 children (aged 8 to 9 years). Three subsequent full-scale administrations of the questionnaire were then completed. An initial 40-item scale was administered to a total of 270 children from grades four to seven, followed by a second sample of 210 middle and late primary school aged children on a reduced 20-item scale. A final fullscale administration to a sample of 246 middle and late primary school aged children was completed in order to replicate the factor structure obtained in the previous two phases. Results indicated that the Children’s Need for Group Belongingness (CNGB) scale was a reliable measure, with subsequent confirmatory factor analyses providing support for the existence of the four proposed dimensions. The main aim of the final study was to determine the extent to which individual differences in the need for group belongingness, as measured by the CNGB, were able to account for additional variance in group attitudes in experimentally created groups. A total of 96 children, aged 8 to13 years participated in a simulation experiment using the drawing team scenario. They were randomly assigned to a drawing team that varied in its status (high versus low), and their position within the group was manipulated (prototypical versus peripheral). In addition, the in-group’s norms were either friendly or unfriendly toward out-groups. Results indicated that the in-group was liked more than the out-group, with high prototypicality and a friendly ingroup norm leading to greater liking toward both groups. However, contrary to expectations, group status was not found to have an effect on attitudes. Importantly, the CNGB accounted for a significant percentage of variance in in-group liking, with out-group derogation predicted by the need for distinctiveness subscale. Overall, the findings from the current research provided broad support for the view that children’s in-group bias is significantly influenced by their need to belong to, and be accepted by, a particular group of peers. The research revealed that children’s in-group bias was impacted by the manipulation of situation variables that instigated the children’s need for group belonging, as well as by individual differences in the level of this motive in children.
Thesis (PhD Doctorate)
Doctor of Philosophy in Clinical Psychology (PhD)
School of Psychology
Faculty of Health
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Wilson, Anna-Kaisa. "Belongingness in practice : a discursive psychological analysis of aid workers' accounts of living and working in the field." Thesis, University of Edinburgh, 2018. http://hdl.handle.net/1842/31000.

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The study described in this thesis represents one of the first attempts to explore belongingness as a practice among aid workers, and to contribute to our understanding of how people account for belonging in situ. In psychology, belongingness has predominantly been studied in laboratory settings, or among those who report not belonging in some way. This has led to concerns about ecological validity, and a neglect of ‘real world’ contexts in the development of belongingness theory. Through semi‐structured interviews with 25 international aid workers, using web‐based calling software (Skype), a discursive psychological approach was employed to rework belongingness as a discursive practice. Belonging was found to be an activity for which participants made themselves accountable, and in so doing worked to manage issues of blame and justification in their interactions. Aid workers constructed fitting in as necessary, but ultimately futile, formulating accounts around inherent and immutable differences with local people. The analysis also explored the ways in which participants constructed efforts to achieve belonging; much of which involved the manipulation of appearance, particularly the use of strategic dressing. Through analysis of participants’ treatment of belonging in interaction it was found that, in practice, belonging was formulated as a continuum rather than a dichotomy.
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White, Ross L., University of Western Sydney, of Arts Education and Social Sciences College, and School of Social Ecology and Lifelong Learning. "People, place and psyche : belongingness and coping with change in isolation." THESIS_CAESS_SELL_White_R.xml, 2001. http://handle.uws.edu.au:8081/1959.7/309.

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The thesis set out to explore means of coping with change when in a state of isolation and basic parameters and references in life have been lost. Isolation may be a result of a change in environment, such as an interstate move to take up a new job,or changing from an office environment to home based work. It can result from relational changes such as marriage breakdown or from major life stage changes such as retirement. The first stage of the study involved the establishment of a collaborative group to explore issues that each member had experienced in coping with change. The second stage was an individual exploration of the author's own journey involving changes in work environments and interstate moves. The third stage was a consideration of literature that reflected and supported the thesis, of gathering information from relevant case studies conducted.Out of these stages came the hypothesis that people cope with change in isolation through a sense of belonging associated with several factors.Reflections on the research process and methodologies have been considered and implications arising out of the research are discussed. The thesis concludes with evocations of the impact of the research findings on others.
Master of Science (Hons)(Social Ecology)
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White, Ross Lindsay. "People, place and psyche : belongingness and coping with change in isolation /." View thesis View thesis, 2001. http://library.uws.edu.au/adt-NUWS/public/adt-NUWS20030409.124037/index.html.

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Tuscherer, Taylor R. "Image Is Everything: Self-Presentation Following Social Exclusion." Miami University / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=miami1354562810.

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Books on the topic "Belongingness"

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Ecumenical Centre for Research, Education and Advocacy, ed. Living by bread alone: Contemporary challenges associated with identity and belongingness in Fiji. Suva, Fiji: Ecumenical Centre for Research, Education and Advocacy, 2007.

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LEEP, MATTHEW. Cosmopolitan Belongingness and War. State University of New York Press, 2022.

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Paez, Dario, and Juan Carlos Oyanedel, eds. Social Belongingness and Well-Being: International Perspectives. Frontiers Media SA, 2021. http://dx.doi.org/10.3389/978-2-88971-501-5.

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Anozie, Stanley Uche. Hermeneutics of Person, Belongingness and Diverse Philosophies. BAYSHOP (Generis Publishing), 2022.

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Leep, Matthew. Cosmopolitan Belongingness and War: Animals, Loss, and Spectral-Poetic Moments. State University of New York Press, 2021.

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Galmonte, Alessandra, and Tiziano Agostini. The Reversed Contrast Necker Cube. Oxford University Press, 2017. http://dx.doi.org/10.1093/acprof:oso/9780199794607.003.0043.

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Agostini and Galmonte reported a configuration showing that when grouping factors are optimized, a grey target totally surrounded by black appears darker than an equal grey target totally surrounded by white. This is called the simultaneous contrast. The theoretical assumption is that, when higher-level factors act simultaneously with lower-level factors, the former prevails over the latter. Specifically, it is assumed that the lightness induction produced by the global organization principle of perceptual belongingness prevails over retinal lateral inhibition. A reversed contrast Necker cube display with two middle grey dashed cubes is used to illustrate the effect. The first one had dark inducer corners and was placed on a light inducer background, and the second one, which had light inducer corners, was placed on a dark inducer background.lightness induction, grouping, perceptual belongingness, lateral inhibition, organization principles
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Galynker, Igor. Suicidal Narrative. Oxford University Press, 2017. http://dx.doi.org/10.1093/med/9780190260859.003.0006.

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According to the narrative crisis model, as people with trait vulnerability to suicidal behavior experience stressful life events, they develop a perception of their life story as moving toward “the dead end,” which gives rise to the acute suicide crisis syndrome. This chapter details the suicidal narrative component of the narrative crisis theory, which organizes the common themes of suicidal narrative into seven phases that follow a coherent life story of progressive failure and alienation until the future becomes impossible: Setting up unrealistic life goals, entitlement to happiness, humiliating personal or social defeat, failure to redirect to more realistic goals, perceived burdensomeness, thwarted belongingness, and perception of no future. A person’s perception of his or her life in terms of coherent suicidal narrative is associated with imminent suicide risk. This chapter contains an interview algorithm to probe the suicidal narrative, three representative case examples, and a test case.
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Nadler, Arie. The Human Essence in Helping Relations. Edited by Martijn van Zomeren and John F. Dovidio. Oxford University Press, 2017. http://dx.doi.org/10.1093/oxfordhb/9780190247577.013.7.

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This chapter examines the human essence in helping relations, with a particular focus on belongingness, independence, and status. It first reviews research on seeking and receiving help, paying attention to how receiving assistance from others leads to positive and negative consequences for the recipient: positive reactions are expressed in feelings of gratitude, while negative consequences come in the form of threat to self-esteem. The chapter proceeds by discussing the dynamics of inequality in interpersonal and intergroup helping, along with the autonomy versus dependency nature of help (i.e., solutions vs. tools). It explores how generosity breeds prestige within the group. It continues to strategic aspects in intergroup helping relations, considers the ways in which helping relations constitute subtle mechanisms to maintain or challenge existing structural inequality (i.e., the Intergroup Helping as Status Relations model, IHSR). It concludes by explaining the unique human essence of helping relations between individuals and groups.
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Erez, Miriam. From Local to Cross-Cultural to Global Work Motivation and Innovation. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780190879228.003.0005.

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This chapter examines three phases of a programmatic research on work motivation. Phase one focuses on research on work motivation prior to considering the effect of culture on work motivation. This research identifies two boundary conditions of the goal-setting theory of motivation—knowledge of results, and goal commitment—two necessary conditions for goals to affect performance. It continues to examine the effect of participation in goal setting on goal acceptance and its consequent performance and discovers cross-cultural differences in the effect of participation on goal acceptance and performance. This has opened up phase two, which focuses on cross-cultural differences and similarities in work motivation. Phase three has paralleled the change toward a global, culturally diverse and geographically dispersed work context. This context stimulates new research questions and research paradigms that have specifically focused on understanding how to motivate employees’ behaviors in the global context and enhance their sense of belongingness to their multicultural teams.
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Guru, Gopal, and Sundar Sarukkai. Experience, Caste, and the Everyday Social. Oxford University Press, 2019. http://dx.doi.org/10.1093/oso/9780199496051.001.0001.

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This book develops a radically new way of understanding the social by focussing on different experiences we have of the everyday empirical reality. This book offers a new way of understanding the social processes of societies in Asia, Africa, and the Middle East, all of which have complex experiences of the everyday social. The authors begin with the argument that the everyday social is the domain where the first experiences of the social are formed and these experiences influence to a great extent meaning-making of the structural social. Following a critique of some dominant trends in social ontology, they discuss in detail, and with many common examples, how the social is experienced through the perceptual capacities of sight, touch, sound, taste, and smell. They then discuss the relation between experience of belongingness and the social, and show how the social gets authority in a way similar to how natural gets authority in the natural sciences. Moreover, the social appears through the invocation of we-ness, suggestive of a social self. The everyday social also creates its sense of time, a social time which orders social experiences such as caste. Finally, the authors explain how the ethics of the social is formed through the relationship of Maitri (drawn from Ambedkar) between the different socials that constitute a society. This is not just a new theory of the social but is filled with illustrations from the everyday experiences of India, including the diverse experiences of caste.
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Book chapters on the topic "Belongingness"

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Verschelden, Cia. "Belongingness Uncertainty." In Bandwidth Recovery, 45–50. New York: Routledge, 2023. http://dx.doi.org/10.4324/9781003443179-11.

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Ammanath, Vanaja. "Circle of Belongingness." In Relational Gestalt Therapy in India, 7–15. London: Routledge, 2023. http://dx.doi.org/10.4324/9781003348337-2.

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Cameron, Jessica J., and Steven Granger. "Self-Esteem and Belongingness." In Encyclopedia of Personality and Individual Differences, 4749–51. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-319-24612-3_1170.

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Pinkus, Rebecca T. "Love and Belongingness Needs." In Encyclopedia of Personality and Individual Differences, 2694–97. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-319-24612-3_1487.

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Williams, Katie H. "The Power of Belongingness." In Belonging After Brain Injury, 167–85. New York: Routledge, 2022. http://dx.doi.org/10.4324/9781003340294-10.

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Cameron, Jessica, and Steven Granger. "Self-Esteem and Belongingness." In Encyclopedia of Personality and Individual Differences, 1–3. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-28099-8_1170-1.

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Pinkus, Rebecca T. "Love and Belongingness Needs." In Encyclopedia of Personality and Individual Differences, 1–4. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-28099-8_1487-1.

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Sánchez Guerrero, Héctor Andrés. "Affectively-Enabled Shared Belongingness to the World." In Feeling Together and Caring with One Another, 131–68. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-33735-7_5.

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Chakma, Urmee. "The Politics of Indigeneity, Othering, and Belongingness." In Empowering Subaltern Voices Through Education, 43–70. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003326953-5.

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Gireesan, Anjali. "Evolution of Belongingness: Its Past, Present, and Future." In Handbook of Health and Well-Being, 97–127. Singapore: Springer Singapore, 2022. http://dx.doi.org/10.1007/978-981-16-8263-6_5.

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Conference papers on the topic "Belongingness"

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Slaten, Christopher. "Community College Belongingness Questionnaire: An Adaptation of the University Belongingness Questionnaire Utilizing Item Response Theory." In 2020 AERA Annual Meeting. Washington DC: AERA, 2020. http://dx.doi.org/10.3102/1578949.

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McCann, John J. "Benary's Cross: belongingness or coarse sampling." In Photonics West 2001 - Electronic Imaging, edited by Bernice E. Rogowitz and Thrasyvoulos N. Pappas. SPIE, 2001. http://dx.doi.org/10.1117/12.429508.

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Mazzola-Randles, Colette. "THE REALM(S) OF BELONGINGNESS (ONLINE)." In 15th International Technology, Education and Development Conference. IATED, 2021. http://dx.doi.org/10.21125/inted.2021.1698.

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Lishinski, Alex, Sarah Narvaiz, and Joshua M. Rosenberg. "Self-efficacy, Interest, and Belongingness – URM Students’ Momentary Experiences in CS1." In ICER 2022: ACM Conference on International Computing Education Research. New York, NY, USA: ACM, 2022. http://dx.doi.org/10.1145/3501385.3543958.

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Emelianova, Olga V. "ON THE ISSUE OF EXPRESSING BELONGINGNESS AND EXCLUSION IN THE ENGLISH LANGUAGE." In Current Issues in Modern Linguistics and Humanities. Peoples' Friendship University of Russia, 2019. http://dx.doi.org/10.22363/09321-2019-42-49.

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Benedict, Brianna, Dina Verdin, Allison Godwin, and Thaddeus Milton. "Social and latent identities that contribute to diverse students' belongingness in engineering." In 2017 IEEE Frontiers in Education Conference (FIE). IEEE, 2017. http://dx.doi.org/10.1109/fie.2017.8190644.

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Pearson, Nelon, Allison Godwin, and Adam Kirn. "The Effect of Diversity on Feelings of Belongingness for New Engineering Students." In 2018 IEEE Frontiers in Education Conference (FIE). IEEE, 2018. http://dx.doi.org/10.1109/fie.2018.8658443.

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Ghosh, Soumitra, Asif Ekbal, and Pushpak Bhattacharyya. "Am I No Good? Towards Detecting Perceived Burdensomeness and Thwarted Belongingness from Suicide Notes." In Thirty-First International Joint Conference on Artificial Intelligence {IJCAI-22}. California: International Joint Conferences on Artificial Intelligence Organization, 2022. http://dx.doi.org/10.24963/ijcai.2022/704.

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The World Health Organization (WHO) has emphasized the importance of significantly accelerating suicide prevention efforts to fulfill the United Nations' Sustainable Development Goal (SDG) objective of 2030. In this paper, we present an end-to-end multitask system to address a novel task of detection of two interpersonal risk factors of suicide, Perceived Burdensomeness (PB) and Thwarted Belongingness (TB) from suicide notes. We also introduce a manually translated code-mixed suicide notes corpus, CoMCEASE-v2.0, based on the benchmark CEASE-v2.0 dataset, annotated with temporal orientation, PB and TB labels. We exploit the temporal orientation and emotion information in the suicide notes to boost overall performance. For comprehensive evaluation of our proposed method, we compare it to several state-of-the-art approaches on the existing CEASE-v2.0 dataset and the newly announced CoMCEASE-v2.0 dataset. Empirical evaluation suggests that temporal and emotional information can substantially improve the detection of PB and TB.
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Sedawi, Orwa. "Working in an Alien Cultural Educational Arena: Belongingness Among Arab Teachers in Bedouin Schools." In 2022 AERA Annual Meeting. Washington DC: AERA, 2022. http://dx.doi.org/10.3102/1887740.

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Ülker, Nilüfer. "HIGHER EDUCATION QUALITY THROUGH STUDENT ACHIEVEMENT: THE ROLE OF ACTIVE INVOLVEMENT, BELONGINGNESS AND SELF-CONFIDENCE." In INTCESS 2021- 8th International Conference on Education and Education of Social Sciences. International Organization Center of Academic Research, 2021. http://dx.doi.org/10.51508/intcess.2021196.

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Reports on the topic "Belongingness"

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Low parental belongingness increases suicidal ideation risk. ACAMH, September 2019. http://dx.doi.org/10.13056/acamh.10660.

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The Saving and Empowering Young Lives in Europe (SEYLE) randomized controlled trial (RCT) was originally established to evaluate the efficacy of three school-based interventions on preventing suicide in 11,000 adolescents.
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