Artículos de revistas: "Sense of belonging"

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MacDonald, Helen Bishop. "The “Sense” of Belonging". Canadian Journal of Dietetic Practice and Research 66, n.º 4 (diciembre de 2005): 210. http://dx.doi.org/10.3148/66.4.2005.210.

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Blanchard, Anita, Natalie Koscal y Alison E. Burke. "A Sense of Belonging". New England Journal of Medicine 383, n.º 15 (8 de octubre de 2020): 1409–11. http://dx.doi.org/10.1056/nejmp2022637.

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Duck, Sarah. "A sense of belonging". 5 to 7 Educator 2009, n.º 58 (octubre de 2009): 20–21. http://dx.doi.org/10.12968/ftse.2009.8.10.44277.

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Brazzell, Johnetta Cross. "A Sense of Belonging". About Campus: Enriching the Student Learning Experience 5, n.º 6 (enero de 2001): 31–32. http://dx.doi.org/10.1177/108648220100500608.

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Marraffa Hudson, Maria. "A sense of belonging". Child Care 8, n.º 1 (enero de 2011): iii—iv. http://dx.doi.org/10.12968/chca.2011.8.1.iii.

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Diaz‐Berenstain, Laura K. "A sense of belonging". Pediatric Anesthesia 31, n.º 1 (30 de diciembre de 2020): 10–12. http://dx.doi.org/10.1111/pan.14070.

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Kumar, K. "A sense of belonging". BMJ 314, n.º 7076 (25 de enero de 1997): 311. http://dx.doi.org/10.1136/bmj.314.7076.311a.

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Blanchard, Anita, Barbara Bowman, Valerie Jarrett, Debra Malina y William McDade. "A Sense of Belonging". New England Journal of Medicine 387, n.º 26 (29 de diciembre de 2022): e70. http://dx.doi.org/10.1056/nejmp2215556.

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Keller, Jason. "A sense of belonging". Nursing 53, n.º 9 (septiembre de 2023): 49–50. http://dx.doi.org/10.1097/01.nurse.0000946796.40872.45.

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Rivas, Julia, Monica Burke y Katherine Hale. "Seeking a Sense of Belonging". Journal of International Students 9, n.º 2 (16 de mayo de 2019): 682–704. http://dx.doi.org/10.32674/jis.v9i2.943.

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International students studying at higher education institutions in the United States experience challenges as they adjust to new environments. Social connectedness to American college students could mitigate such challenges and assist international students with social and cultural integration. This study, using qualitative data from interviews, examined international students’ experiences and their sense of belonging on an American college campus, including the factors that contribute to or deter from it.

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Davies, Mitchell. "A Certain Sense of Belonging?" Journal of Criminal Law 56, n.º 2 (mayo de 1992): 175–78. http://dx.doi.org/10.1177/002201839205600206.

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Bolivar-Wagers, Sara. "Finding My Sense of Belonging". Family Medicine 56, n.º 3 (1 de marzo de 2024): 200–201. http://dx.doi.org/10.22454/fammed.2024.602109.

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Díaz, Estefanía y Silvia Bénard. "Composing a Sense of Belonging". Journal of Autoethnography 4, n.º 4 (2023): 474–88. http://dx.doi.org/10.1525/joae.2023.4.4.474.

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This article narrates the long journey we have traveled in our attempts to feel part of a community. Using collaborative autoethnography, we trace the labyrinths we have traversed, first in academia and then in Al-Anon. After years of trying to develop a sense of belonging within university life and through the changes of residence that were associated with it, we both found ourselves in Al-Anon as we tried to cope with our family members. The seemingly unrelated paths in our lives came together as we realized that academic life—particularly in this contemporary neoliberal context—was often the very opposite of community building. At the same time, while we had initially attended Al-Anon in a desperate search for help with our loved ones, we unexpectedly learned that we were on the right path for becoming part of something. As a result of these experiences, both of us have developed a better sense of belonging as we have learned and practiced the Al-Anon principles and applied these principles to other areas of our lives, notably the university.

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Sung, Minjeong y Tatiana Gounko. "Fostering the Sense of Belonging". International Journal of Asian Education 4, n.º 4 (1 de diciembre de 2023): 235–46. http://dx.doi.org/10.46966/ijae.v4i4.358.

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The study delves into the influence of an on-campus, student-led Cultural Association on the experiences of minority students within a predominantly White institution (PWI). This research employed qualitative methods. It primarily utilized in-depth, semi-structured interviews to gather data from five international students attending a comprehensive public research university on the West Coast of Canada. The findings revealed that the Cultural Association significantly contributed to the social and academic integration of the participants within their new institutional and social milieu. By cultivating a sense of belonging, the Association aided the participants in overcoming initial hurdles, such as isolation and acknowledging their status as minorities in the PWI setting. The Association and its members played a crucial role in providing spaces for cultural affirmation, championing diversity, facilitating social inclusion, and nurturing a sense of belonging.

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PEACOCK, Susan. "ON DISCOVERING AND PROFITING FROM THE SENSE OF BELONGING LITERATURE". Journal Plus Education 19, n.º 1/2018 (2017): 11–20. http://dx.doi.org/10.24250/jpe/1/2018/sp.

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Weiss, Sabine. "Fostering sense of belonging at universities". European Journal of Education 56, n.º 1 (5 de febrero de 2021): 93–97. http://dx.doi.org/10.1111/ejed.12439.

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Dodd, Jocelyn. "A sense of belonging and inheritance". A Life in the Day 7, n.º 4 (noviembre de 2003): 23–28. http://dx.doi.org/10.1108/13666282200300033.

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Inalhan, Göksenin y Edward Finch. "Place attachment and sense of belonging". Facilities 22, n.º 5/6 (abril de 2004): 120–28. http://dx.doi.org/10.1108/02632770410540333.

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Angel, Bjørn Øystein. "Foster Children’s Sense of Sibling Belonging". SAGE Open 4, n.º 1 (7 de enero de 2014): 215824401452943. http://dx.doi.org/10.1177/2158244014529437.

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Garry, Brendan. "Community nursing: a sense of belonging". British Journal of Community Nursing 27, n.º 11 (2 de noviembre de 2022): 521. http://dx.doi.org/10.12968/bjcn.2022.27.11.521.

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Bok, Guat Im. "Belonging in distance learning". Learning and Teaching 16, n.º 1 (1 de marzo de 2023): 55–76. http://dx.doi.org/10.3167/latiss.2023.160104.

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Abstract The purpose of this article is to describe adult learners’ sense of belonging when studying remotely in Malaysia. The methodology of the research involved carrying out in-depth interviews with twelve adult learners studying in a distance education institution to uncover their sense of belonging. The collected data was then analysed with Nvivo Version Twelve. The results showed that the annual campus meeting, the e-Learning platform and peer support all contributed significantly to the learners’ feeling of belonging in their distance-learning programmes. Nevertheless, these findings do not imply absolute belongingness, because their sense of belonging was observed alongside their sense of isolation amongst their peers in distance-education programmes.

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Brumlik, Micha. "Heimatverlust, Zugehörigkeit, Verantwortung". osteuropa 69, n.º 9-11 (2019): 173–86. http://dx.doi.org/10.35998/oe-2019-0071.

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Arndt, Sonja. "Early childhood teacher cultural Otherness and belonging". Contemporary Issues in Early Childhood 19, n.º 4 (27 de junio de 2018): 392–403. http://dx.doi.org/10.1177/1463949118783382.

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Early childhood education settings are arguably places of community, togetherness and belonging. But what if they are not? What if individuals’ senses of identity, place or reality clash, do not fit or, worse, repel or offend? This article picks up on the largely under-researched area of teachers’ belonging and sense of cultural identity in early childhood settings. It argues for the critical importance of elevating and paying attention to teachers’ subject formation and identity. Drawing on some of the concerns and common conceptions of cultural Otherness in early childhood education, the article uses Kristeva’s foreigner lens and her theory on the subject in process to argue that teachers’ sense of belonging, of their own cultural identity and place, in their teaching team and in their early childhood setting is critical for an overall sense of openness and belonging throughout the setting. Teachers are commonly called on to nurture children’s and their families’ cultural identities. The sense of belonging intended through such practices depends on teacher attitudes and orientations to cultural Otherness that go beyond the surface – that allow for the difficult, complicated, unpredictable processes of becoming part of a centre community. This article offers a challenge to rethink teacher Otherness, for the (re-)elevation of their own sense of belonging in early childhood settings and teaching teams.

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Mallet-García, Marie L. y Lisa García-Bedolla. "Immigration Policy and Belonging: Ramifications for DACA Recipients’ Sense of Belonging". American Behavioral Scientist 65, n.º 9 (17 de marzo de 2021): 1165–79. http://dx.doi.org/10.1177/0002764221996777.

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The socioeconomic benefits of the Deferred Action for Childhood Arrivals program initiated in 2012 by executive order from then-president Obama have been documented in the recent literature. However, the consequences of the legal challenge brought against the program by the Trump administration have not yet been fully examined. This article analyzes qualitative data from Latino Deferred Action for Childhood Arrivals recipients in California to assess how the legal turmoil around the program is affecting their sense of belonging in the United States. We find that the uncertainty around the program has negative consequences on their sense of belonging, despite the program’s aims at improving it, and despite the respondents’ living in a rather welcoming state in terms of state-level immigration policies. Notably, we find that respondents feel increasingly alienated from and unwanted in American society and postpone major life goals.

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Wilczyńska, Agnieszka, Maciej Januszek y Kamilla Bargiel-Matusiewicz. "The Need of Belonging and Sense of Belonging versus Effectiveness of Coping". Polish Psychological Bulletin 46, n.º 1 (1 de marzo de 2015): 72–81. http://dx.doi.org/10.1515/ppb-2015-0008.

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Abstract The aim of this research was to describe the dependence between the need for and sense of belonging and symptoms of depression vs. one’s capacity to cope effectively. Using path analysis of our data (N = 178), we found direct patterns, in which both depression symptoms and life satisfaction depend to a considerable degree on the sense of belonging. The belonging need influences, in a direct way, the coping focused on the search for social support. Undertaking active techniques of coping, including confrontation with a stressful situation and its negative controlling impact, depends on having a high level of the sense of belonging. In contrast, individuals who cope by means of taking psychoactive drugs show the symptoms of depression.

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Phillips, William J. "What boys need: a sense of “belonging”". Medical Journal of Australia 185, n.º 8 (octubre de 2006): 470. http://dx.doi.org/10.5694/j.1326-5377.2006.tb00654.x.

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Decker, Jessica y Valerie Beltran. "Students' Sense of Belonging in Online Classes". International Journal of Online Pedagogy and Course Design 6, n.º 3 (julio de 2016): 14–25. http://dx.doi.org/10.4018/ijopcd.2016070102.

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This study explored graduate students' perceptions of their sense of belonging in online classes, their comfort in participating in online discussions, and their technology skills. Differences in these areas among three different age groups were studied. Data were gathered via an online survey. The results of the data analysis showed that students, regardless of age, felt a sense of belonging and felt comfortable communicating in the online environment. The data also revealed that older students reported feeling more comfortable interacting with their classmates and disagreeing with their classmates while still maintaining trust than their younger counterparts. Such findings inform online educators in designing classes that meet the needs of all learners.

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Dukynaitė, Rita y Jolita Dudaitė. "Student’s Sense of School Belonging: Home Influence". Pedagogika 125, n.º 1 (13 de abril de 2017): 143–57. http://dx.doi.org/10.15823/p.2017.11.

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Family and school play the leading role in personality formation and its further development. Family is the centre of social and emotional world for small children. However, in the adolescence period, students start seeking recognition at school and among friends; the need for involvement, achievement and leadership shows up. Although, at first sight, family remains in the background, yet its role at the fundamental moments of student’s life remains significant. Sense of school belonging is a concept which defines the extent to which students feel personally accepted, respected, involved and supported by parents, teachers, other community members in school environment. Student’s sense of school belonging primarily depends on teachers; however, acceptance and appraisal of a child by classmates and parents is also important to the sense of belonging. The sense of school belonging shows the extent to which students are involved in and connected with school community (both teachers and students) and feel support and assistance. It is a subjective assessment of a student which is related to the feeling of respect and acceptance at school, i.e. psychological membership in school and classroom. Although a teacher and school still play one of the key roles in fostering the sense of acceptance and school belonging, yet attitude of family members towards school, as well as certain factors of home educational environment strengthen or weaken the sense of belonging. Good relationship of teacher and student with school, teachers and peers influences students’ inclination for further development and fully fledged membership in social group. Lack of interrelationship may have a negative impact on student’s self-awareness, life satisfaction and interest in learning activity. This article analyses which factors of home educational environment have influence on the formation of student’s sense of school belonging. 4 618 students aged 15 from 216 general and vocational schools participated in the survey.

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Dukynaitė, Rita y Jolita Dudaitė. "Student’s Sense of School Belonging: School Influence". Pedagogika 128, n.º 4 (20 de diciembre de 2017): 80–96. http://dx.doi.org/10.15823/p.2017.56.

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Today, the lead role of family and school in personality formation and its further development is widely recognized. Family is the centre of social and emotional world for small children. However, in the adolescence period, students start seeking recognition at school and among friends; the need for involvement, achievement and leadership shows up. Sense of school belonging is a concept which defines the extent to which students feel personally accepted, respected, involved and supported by parents, teachers, other community members in school environment. Student’s sense of school belonging primarily depends on teachers; however, acceptance and appraisal of a child by classmates and parents is also important to the sense of belonging. The sense of school belonging shows the extent to which students are involved in and connected with school community (both teachers and students) and feel support and assistance. It is a subjective assessment of a student which is related to the feeling of respect and acceptance at school, i.e. psychological membership in school and classroom. Conceptualisation of the sense of school belonging allows defining the key components of this concept: connection between teachers and students, contribution (teachers should contribute to provision of proper conditions for self-realization), capability (students should contribute to school activity and feel recognized by their teachers and peers). A teacher and school play one of the key roles in fostering the sense of acceptance and school belonging. Good relationship of teacher and student with school, teachers and peers influences students’ inclination for further development and fully-fledged membership in social group. Lack of interrelationship may have a negative impact on student’s self-awareness, life satisfaction and interest in learning activity. This article analyses which factors of school educational environment have influence on the formation of student’s sense of school belonging. 4618 students aged 15 from 216 general and vocational schools participated in the survey. As far as we know, in Lithuania, the study on the student’s sense of school belonging has been carried out for the first time. The Lithuania’s database of student questionnaire of the worldwide study OECD PISA 2012 is used for the survey.

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Grigorova, Bistra. "Motivation by Creating a Sense of Belonging". Vocational Education 23, n.º 4 (20 de agosto de 2021): 416–20. http://dx.doi.org/10.53656/voc21-4.9moti.

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The article articulates the solutions of one of the important tasks of the school as a community – the development of the social sense and sense of belonging. Adler's claim that social feeling develops on the basis of several important principles: freedom, mutual respect, responsibility and cooperation, encouragement, equality, is taken as its basis. It gives examples of situations in which the inevitable differences between community members are overcome based on age, position and life experience. The practices shared in the article show that extracurricular activities in which the student is not directly evaluated by the teacher, but together they strive to create a common product related to the well-being and reputation of the community, are an important factor in increasing trust, a sense of belonging and the motivation to succeed.

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Sahni, Asst Prof Ms Yogita. "Sense of Belonging in Jhumpa Lahiri’The Namesake". IOSR Journal of Humanities and Social Science 19, n.º 1 (2014): 13–19. http://dx.doi.org/10.9790/0837-191121319.

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HAGERTY, BONNIE M. K. y KATHLEEN PATUSKY. "Developing a Measure Of Sense of Belonging". Nursing Research 44, n.º 1 (enero de 1995): 9???13. http://dx.doi.org/10.1097/00006199-199501000-00003.

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Oldman, Crystal. "A sense of belonging unites Queen’s Nurses". Nursing Standard 31, n.º 38 (17 de mayo de 2017): 30. http://dx.doi.org/10.7748/ns.31.38.30.s27.

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Nette, John y Mary Hayden. "Globally mobile children: the sense of belonging". Educational Studies 33, n.º 4 (diciembre de 2007): 435–44. http://dx.doi.org/10.1080/03055690701423614.

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D’Eloia, Melissa H. y Pollie Price. "Sense of belonging: is inclusion the answer?" Sport in Society 21, n.º 1 (9 de septiembre de 2016): 91–105. http://dx.doi.org/10.1080/17430437.2016.1225819.

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Tanaka, Kimiko, Larry Davidson y Thomas J. Craig. "Sense of clubhouse community belonging and empowerment". International Journal of Social Psychiatry 64, n.º 3 (28 de febrero de 2018): 276–85. http://dx.doi.org/10.1177/0020764018759134.

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Background: While the neighborhood community literature well documents a link between participation in supportive and effective community groups or activities and empowerment, there is as yet little empirical evidence of this relationship in the context of community mental health programs. Aim: The primary purpose of the study was to examine the relationship between sense of community belonging and empowerment among members of mental health clubhouses. Methods: A secondary analysis using a hierarchical regression model was conducted on cross-sectional structured interview data collected through a self-report questionnaire from 102 clubhouse members from six clubhouses in the United States and Finland. Results: The results indicated that members’ sense of clubhouse community belonging positively contributes to their empowerment. Conclusion: Fostering sense of community belonging appears to be a valid approach to catalyze empowerment. Study limitations and future research agendas were discussed.

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Guo, Tian-Chao y Zhi-Chao Cheng. "Sense of belonging based on novel posting". Online Information Review 40, n.º 2 (11 de abril de 2016): 204–17. http://dx.doi.org/10.1108/oir-06-2015-0198.

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Purpose – Although novel posting is a universal phenomenon in virtual communities (VCs), few studies have addressed the benefits of novel posting for group members. The purpose of this paper is to identify the social and psychological outcomes of novel posting, particularly whether and how sense of belonging can be produced by it. Sense of belonging implies an individual’s integration or assimilation into virtual groups. Design/methodology/approach – To assess the theoretical model, a survey was administered in an internet discussion community (Baidu Post Bar in China), and structural equation modeling was then used to test the model. Findings – Novel posting can produce social and psychological outcomes, such as social interaction ties, group-based self-esteem and sense of belonging. Novel posting is an individualized behavior, which some studies consider to conflict with sense of belonging; however, via the mediating effects of social interaction ties and group-based self-esteem, sense of belonging can also arise based on novel posting. Practical implications – VC operators should focus on differentiating between irrational posts and novel posts and encourage the latter. Additionally, to satisfy members’ needs, VC operators should strengthen the degree of social interaction ties and members’ self-esteem by providing attractive topics and virtual rankings. Originality/value – This study contributes to a theoretical understanding of the social and psychological outcomes of novel posting and, more importantly, whether and how sense of belonging arises on the basis of individualized behavior.

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Pawlak, Kim. "Help Members Feel a Sense of Belonging". Membership Management Report 18, n.º 12 (2 de noviembre de 2022): 1. http://dx.doi.org/10.1002/mmr.32026.

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Hagerty, Bonnie M., Reg Arthur Williams y Hiroaki Oe. "Childhood antecedents of adult sense of belonging". Journal of Clinical Psychology 58, n.º 7 (2002): 793–801. http://dx.doi.org/10.1002/jclp.2007.

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Vincent, Carol. "Editor's note; Creating a sense of belonging". Early Years Educator 24, n.º 6 (2 de enero de 2024): S2. http://dx.doi.org/10.12968/eyed.2024.24.6.s2.

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Dewhurst, Yvonne, Michelle Ronksley-Pavia y Donna Pendergast. "Preservice Teachers’ Sense of Belonging During Practicum Placements". Australian Journal of Teacher Education 45, n.º 11 (noviembre de 2020): 17–33. http://dx.doi.org/10.14221/ajte.202v45n11.2.

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Practicum placements in schools are keystone features of preservice teacher education, yet inconsistencies in their nature and quality are pervasive. This phenomenon was explored in two cultural contexts, with a focus on ‘belonging’, which the literature reveals may impact practicums and commitment to the profession. Interviews were conducted with six primary school preservice teachers in Australia and Scotland, about their lived experience of belonging/non-belonging during practicum. Hermeneutic phenomenological analysis revealed four themes in both cultural contexts: 1. Being welcomed; 2. Settings and procedures; 3. Interpersonal interactions; and, 4. Strategic behaviours. This study indicates belonging as crucial to preservice teachers’ cognition, wellbeing and learning during practicums, with ‘non-belonging’ inhibiting their development. Preservice teacher and mentor preparedness for practicums is highlighted, alongside challenges for initial teacher education programs and schools in addressing the fundamental need to foster a sense of belonging for preservice teachers during this crucial aspect of their teacher preparation.

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Geng, Yuanyuan. "Social Exclusion and Sense of Belonging: Being Excluded by Strangers and Being Excluded by Familiar People". Lecture Notes in Education Psychology and Public Media 6, n.º 1 (17 de mayo de 2023): 393–98. http://dx.doi.org/10.54254/2753-7048/6/20220375.

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Humans are social animals, and sense of belonging is one of our existence needs. When people are placed in a new environment with both strangers and familiar people, they tend to first contact with people they are familiar with. The study aims to find out the relationship between people's sense of belonging and the identity of the excluder. I conducted a questionnaire to examine whether there is a difference in sense of belonging when the identity of the exluder is different. There are five different conditions displayed in the questionnaire in separate sections, and participants are going to complete all five sections. The closeness between the excluder and the participants in the five conditions is divided into five scales (completely strange; seen but do not know; know but not well; know and familiar with; and recognized to be friends). The five conditions in the questionnaire test the relationship between participlants sense of belonging and different degrees of the closeness between the excluder and the participants. The hypothesized result is that as the closeness between the excluder and participants is higher, participants senses of belonging will be lower. The analysis of the results of the questionnaire demonstrates that peoples sense of belonging is significantly different when the identity of the excluder is different.

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Schmidt Bunkers, Sandra. "Ribbons of Belonging". Nursing Science Quarterly 34, n.º 3 (julio de 2021): 227–33. http://dx.doi.org/10.1177/08943184211010470.

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This article addresses a sense of belonging as living the ribbons of commitment and responsibility with community. Belonging will be explored through the lens of recognized philosophers, the three principles of humanbecoming, the humanbecoming community model, and selected community occurrences.

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Gopalan, Maithreyi y Shannon T. Brady. "College Students’ Sense of Belonging: A National Perspective". Educational Researcher 49, n.º 2 (24 de diciembre de 2019): 134–37. http://dx.doi.org/10.3102/0013189x19897622.

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In a nationally representative sample, first-year U.S. college students “somewhat agree,” on average, that they feel like they belong at their school. However, belonging varies by key institutional and student characteristics; of note, racial-ethnic minority and first-generation students report lower belonging than peers at 4-year schools, while the opposite is true at 2-year schools. Further, at 4-year schools, belonging predicts better persistence, engagement, and mental health even after extensive covariate adjustment. Although descriptive, these patterns highlight the need to better measure and understand belonging and related psychological factors that may promote college students’ success and well-being.

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Belanger, Aimee L., Mansi P. Joshi, Melissa A. Fuesting, Erica S. Weisgram, Heather M. Claypool y Amanda B. Diekman. "Putting Belonging in Context: Communal Affordances Signal Belonging in STEM". Personality and Social Psychology Bulletin 46, n.º 8 (12 de enero de 2020): 1186–204. http://dx.doi.org/10.1177/0146167219897181.

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A sense of belonging in a particular context is cued not only by the people in the role but by the affordances of the role—that is, the opportunities for goal pursuit. We investigate this role-based belonging in four studies documenting that the perceived affordances of social roles inform sense of belonging and convey known benefits of belonging. Perceiving more communal opportunities in naturalistic science, technology, engineering, and mathematic (STEM) settings was associated with heightened belonging in those roles (Studies 1–2). Experimentally manipulating collaborative activities in a science lab increased anticipated belonging in the lab and fostered interest, particularly among women (Study 3). Finally, mentally simulating communal affordances in a role promoted recovery from belonging threat: Considering communal opportunities in STEM facilitated recovery of STEM-specific belonging after recalling exclusion in STEM (Study 4). Investigations of role-based belonging offer the potential for both theoretical and practical advances.

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Park, Innah, Philip T. Veliz, Berit Ingersoll-Dayton, Laura M. Struble, Nancy A. Gallagher, Bonnie M. Hagerty y Janet L. Larson. "Assisted Living Residents’ Sense of Belonging and Psychosocial Outcomes". Western Journal of Nursing Research 42, n.º 10 (12 de febrero de 2020): 805–13. http://dx.doi.org/10.1177/0193945920906181.

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Little is known about the psychosocial adjustment of older adults in the assisted living environment. A sense of belonging has been linked to psychological health and a lack of belonging could lead to loneliness. We conducted a cross-sectional descriptive study to examine relationships between social engagement, sense of belonging, and psychological outcomes. Seventy female and 30 male assisted living residents participated. The mean age was 83.9 (range 65–99) years. Structural equation modeling (SEM) revealed that older age, higher physical function, and greater sense of belonging were associated with fewer negative psychosocial outcomes (depression and loneliness) and that sense of belonging functioned as a mediator between social engagement and psychosocial outcomes. Additional work is needed to fully understand how sense of belonging and other factors influence psychosocial outcomes.

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Stiwich, Kendra D. y Victoria Ross. "Increasing Students’ Sense of Belonging at Research Conferences". Scholarship and Practice of Undergraduate Research 5, n.º 4 (2022): 9–15. http://dx.doi.org/10.18833/spur/5/4/5.

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Many postsecondary institutions host a knowledge dissemination event for students to publicly share their scholarly, research, and creative works. These events improve student communication skills and self-efficacy. The authors propose that these events also can affect students’ sense of belonging. CREATE is Vancouver Island University’s all-discipline student knowledge dissemination event. During the 2020–2021 academic year, seven specific tactics were employed to increase a sense of belonging at CREATE. A post-event survey indicated that overall students had a strong sense of belonging, and underserved students felt more able to be themselves at CREATE then in their day-to-day lives. Further, qualitative responses showed evidence that most tactics were beneficial. Taken in concert, these tactics give event organizers an applied model for increasing students’ sense of belonging at their events.

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Aires, Luísa, Ana Sofia Maia y Ana Catarina Carneiro. "Distance Educational Relationship and Senses of Belonging: The voices of students". Digital Education Review, n.º 42 (30 de diciembre de 2022): 101–17. http://dx.doi.org/10.1344/der.2022.42.101-117.

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In a viral society in which the social being claims the ability to maintain distance and the socially desirable representation of the body, in particular the face, claims its concealment, the distance educational relationship represents a critical area that deserves to be highlighted in the research agendas. This study aims to explore the sense of belonging of 144 students who attend a distance learning university. For this purpose, an open-ended questionnaire was applied, previously disclosed in closed groups on social networks. The students' sense of belonging was analysed through the types of connections they maintain with the campus, course, peers and teachers. The analysis of the narratives expresses a great diversity, density of experiences and expectations in the connections and senses of belonging. Attributing great importance to teachers in the appropriation of knowledge, it is essentially with their peers - other students - that the connections and sense of belonging acquire greater expression.

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Marshall, Steve, Mingming Zhou, Ted Gervan y Sunita Wiebe. "Sense of belonging and first-year academic literacy". Canadian Journal of Higher Education 42, n.º 3 (12 de diciembre de 2012): 116–42. http://dx.doi.org/10.47678/cjhe.v42i3.2044.

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In this article, we analyze a broad range of factors that affect the sense of belonging of undergraduate students taking a first-year academic literacy course (ALC) at a multicultural, multilingual university in Vancouver, Canada. Students who fail to meet the university’s language and literacy requirements are required to pass ALC before they can enrol in writing courses across the disciplines. Consequently, many of those students feel that they have yet to be accepted as fully legitimate members of the university community. We present data from a two-year, mixed-method study, which involved asking students in surveys and interviews about their sense of belonging, as well as analyzing their reflective writing samples for issues related to their sense of belonging. We found that the participants’ perceptions of sense of belonging are multilayered and context-dependent, relating to changes in time and space, classroom pedagogy, and other social, cultural, and linguistic factors. Implications for higher education are discussed.

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O'Meara, KerryAnn, Kimberly A. Griffin, Alexandra Kuvaeva, Gudrun Nyunt y Tykeia N Robinson. "Sense of Belonging and Its Contributing Factors in Graduate Education". International Journal of Doctoral Studies 12 (2017): 251–79. http://dx.doi.org/10.28945/3903.

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Aim/Purpose: The purpose of our study was to gain a better understanding of the factors that contribute to graduate student sense of belonging and gain insights into differences in sense of belonging for different groups of students. Background: Sense of belonging, or the feeling that a person is connected to and matters to others in an organization, has been found to influence college student retention and success. Literature on sense of belonging has, however, focused primarily on undergraduate students and little is known about graduate students’ sense of belonging. Methodology: We conducted an exploratory, cross-sectional survey study of graduate students at four public doctoral and comprehensive universities in Maryland, USA. All four institutions were participating in the NSF-funded PROMISE program, which strives to support the retention and academic success of women and underrepresented minority (URM) graduate students. A total of 1,533 graduate students from these four institutions completed the survey. To analyze our data, we used Structural Equation Modeling (SEM) to test direct and indirect effects of multiple latent variables (i.e., gender, race/ethnicity, STEM affiliation, critical mass of women, participation in the PROMISE program, sense of belonging) on each other. Contribution: Research found that sense of belonging influences graduate student retention and success. Thus, gaining a better understanding of the factors that influence graduate student sense of belonging can help improve retention and completion rates, an important issue as national seven-year completion rates have hovered around 44% in the United States. Completion rates have been even lower for women and URM students (i.e., African Americans, Hispanics, American Indians, Alaska Natives, and Native Hawaiians or other Pacific Islanders) compared to White students, making sense of belonging an important topic to study for these populations. Findings: We found that professional relationships matter most to graduate student sense of belonging. Professional relationships influenced graduate student sense of belonging more than reported microaggressions and microaffirmations, though they also played a role. We also found differences based on students’ identity or group membership. Overall, microaffirmations played a bigger role in female graduate student sense of belonging and the eco-system of non-STEM programs seemed to have more facilitators of sense of belonging than the ecosystem of STEM programs. Recommendations for Practitioners: We recommend that graduate programs think strategically about enhancing sense of belonging in ways appropriate to the distinct culture and nature of graduate education. For example, departments can make efforts to support sense of belonging through creating community-oriented peer networks of students, transparent policies, and access to information about resources and opportunities. Programs such as PROMISE can support the retention and success of women and URM graduate students, but aspects of these programs also need to be incorporated into graduate programs and departments. Impact on Society: Because graduate student sense of belonging has been found to impact stu-dents’ interest in careers in academia, fostering graduate student sense of be-longing could be a tool for improving pathways to the professoriate for groups that are typically underrepresented in academia such as women and racial or ethnic minorities. Increasing the number of women and URM faculty could, in turn, positively impact the support available to future URM students, which could positively influence future URM students’ sense of belonging. Future Research: Sense of belonging is an important area for future graduate education research and should be studied through survey research with a larger sample of U.S. students than the current study. Sense of belonging is relevant to graduate education worldwide. Future studies might explore graduate student sense of belonging in different national contexts and the role culture plays in shaping it. Moreover, changes in graduate student sense of belonging over the course of their program should be assessed.

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