A tale of two belongings: social and academic belonging differentially shape academic and psychological outcomes among university students
The benefits of belonging in academic settings are well established; however, past empirical research has for the most part conflated academic and social belonging. This study utilized latent class analysis (LCA) with a sample of undergraduates (N = 837) to determine whether distinct classes or prof...
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| Format: | Article |
| Language: | English |
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Frontiers Media S.A.
2025-02-01
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| Series: | Frontiers in Psychology |
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| Online Access: | https://www.frontiersin.org/articles/10.3389/fpsyg.2024.1394588/full |
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| author | Smaranda Ioana Lawrie Delwin B. Carter Karen Nylund-Gibson Heejung S. Kim Heejung S. Kim |
| author_facet | Smaranda Ioana Lawrie Delwin B. Carter Karen Nylund-Gibson Heejung S. Kim Heejung S. Kim |
| author_sort | Smaranda Ioana Lawrie |
| collection | DOAJ |
| description | The benefits of belonging in academic settings are well established; however, past empirical research has for the most part conflated academic and social belonging. This study utilized latent class analysis (LCA) with a sample of undergraduates (N = 837) to determine whether distinct classes or profiles of belonging exist on a college campus and whether class membership predicts academic and psychological outcomes. Four distinct belonging classes emerged: High Social, High Academic belonging (35%), Low Social, High Academic belonging (15%), High Social, Low Academic belonging (38%), and Low Social, Low Academic belonging (12%). The results show that belonging classes play different roles. For academic outcomes (GPA), academic belonging was important, but not social belonging. For psychological outcomes (stress and self-esteem), both academic and social belonging mattered but academic belonging mattered more. These findings demonstrate that investigating the distinctive roles of academic and social belonging is a fruitful theoretical and applied endeavor. |
| format | Article |
| id | doaj-art-c1ae3727b814486eafe37a6be49999d0 |
| institution | Kabale University |
| issn | 1664-1078 |
| language | English |
| publishDate | 2025-02-01 |
| publisher | Frontiers Media S.A. |
| record_format | Article |
| series | Frontiers in Psychology |
| spelling | doaj-art-c1ae3727b814486eafe37a6be49999d02025-02-12T07:26:38ZengFrontiers Media S.A.Frontiers in Psychology1664-10782025-02-011510.3389/fpsyg.2024.13945881394588A tale of two belongings: social and academic belonging differentially shape academic and psychological outcomes among university studentsSmaranda Ioana Lawrie0Delwin B. Carter1Karen Nylund-Gibson2Heejung S. Kim3Heejung S. Kim4Department of Psychology, Providence College, Providence, RI, United StatesDepartment of Education, University of California, Santa Barbara, Santa Barbara, CA, United StatesDepartment of Education, University of California, Santa Barbara, Santa Barbara, CA, United StatesDepartment of Psychological and Brain Sciences, University of California, Santa Barbara, Santa Barbara, CA, United StatesDepartment of Psychology, Ewha Womans University, Seoul, Republic of KoreaThe benefits of belonging in academic settings are well established; however, past empirical research has for the most part conflated academic and social belonging. This study utilized latent class analysis (LCA) with a sample of undergraduates (N = 837) to determine whether distinct classes or profiles of belonging exist on a college campus and whether class membership predicts academic and psychological outcomes. Four distinct belonging classes emerged: High Social, High Academic belonging (35%), Low Social, High Academic belonging (15%), High Social, Low Academic belonging (38%), and Low Social, Low Academic belonging (12%). The results show that belonging classes play different roles. For academic outcomes (GPA), academic belonging was important, but not social belonging. For psychological outcomes (stress and self-esteem), both academic and social belonging mattered but academic belonging mattered more. These findings demonstrate that investigating the distinctive roles of academic and social belonging is a fruitful theoretical and applied endeavor.https://www.frontiersin.org/articles/10.3389/fpsyg.2024.1394588/fullacademic belongingfirst-generation studentsschool belongingsocial belonginglatent class analysis |
| spellingShingle | Smaranda Ioana Lawrie Delwin B. Carter Karen Nylund-Gibson Heejung S. Kim Heejung S. Kim A tale of two belongings: social and academic belonging differentially shape academic and psychological outcomes among university students Frontiers in Psychology academic belonging first-generation students school belonging social belonging latent class analysis |
| title | A tale of two belongings: social and academic belonging differentially shape academic and psychological outcomes among university students |
| title_full | A tale of two belongings: social and academic belonging differentially shape academic and psychological outcomes among university students |
| title_fullStr | A tale of two belongings: social and academic belonging differentially shape academic and psychological outcomes among university students |
| title_full_unstemmed | A tale of two belongings: social and academic belonging differentially shape academic and psychological outcomes among university students |
| title_short | A tale of two belongings: social and academic belonging differentially shape academic and psychological outcomes among university students |
| title_sort | tale of two belongings social and academic belonging differentially shape academic and psychological outcomes among university students |
| topic | academic belonging first-generation students school belonging social belonging latent class analysis |
| url | https://www.frontiersin.org/articles/10.3389/fpsyg.2024.1394588/full |
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