College Students' Sense of Belonging: A National Perspective
College Students' Sense of Belonging: A National Perspective
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DOI：
10.3102/0013189x19897622
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发表时间：
2019-12-24
影响因子：
8.2
通讯作者：
Brady, Shannon T.
中科院分区：
文献类型：
--
作者：
Gopalan, Maithreyi;Brady, Shannon T.
在一个具有全国代表性的样本中，美国大学一年级的学生平均来说“有点同意”，他们觉得自己属于自己的学校。然而，归属感因关键的机构和学生特点而异;值得注意的是，少数民族和第一代学生报告的归属感低于4年制学校的同龄人，而2年制学校的情况正好相反。此外，在4年制学校，归属感预测更好的持久性，参与度和心理健康，即使在广泛的协变量调整。虽然是描述性的，但这些模式强调需要更好地衡量和理解归属感和相关的心理因素，这些因素可能会促进大学生的成功和幸福。
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.