Interracial roommate relationships: A mechanism for promoting sense of belonging at university and academic performance

2012 ◽  
Vol 48 (5) ◽  
pp. 1168-1172 ◽  
Author(s):  
Natalie J. Shook ◽  
Russ Clay
Keyword(s):  
Academic Performance ◽  
Sense Of Belonging

scholarly journals To determine the Influence of Selected School Based Factors on Girls’ Participation Rate in Public Day Secondary Schools in Naivasha Sub-County, Kenya

2018 ◽  
Vol 6 (07) ◽  
Author(s):  
Janet Waithira Gatere ◽  
Prof. J. Kanjogu Kiumi ◽  
Dr. Margaret Ngugi
Keyword(s):  
Academic Performance ◽  
Secondary Schools ◽  
Sense Of Belonging ◽  
Negative Impact ◽  
Participation Rate ◽  
Sampling Technique ◽  
Negative Influence ◽  
School Level ◽  
School Based ◽  
Ex Post

The purpose of this study was to assess the influence of selected school based factors on girls’ participation rate in public day secondary schools in Naivasha Sub-County, Kenya. Ex-post facto research design was used in the study. A total of 130 respondents (constituting 26 principals and 104 teachers) from 26 schools were randomly sampled for the study. All the targeted respondents participated in the study giving a response rate of 100%. Simple random sampling technique was used to sample the respondents for the study. Data was collected through a self-administered questionnaire where two sets of questionnaires were developed for data collection; one for principals and the other for class teachers. Descriptive statistics such as means, percentages and frequencies were used to analyze the data while inferential statistics such as simple regression analysis was used to determine the predictive power of school based factors on girls’ participation in school. The study found that three school-level risk factors that had the most negative impact on girls rate of participation in public day secondary schools in the sub-county were: low sense of belonging among girls to their schools, inadequate counseling of girls in schools and low academic performance. Drawing from the computed R2 value (R2 = .426), the study revealed that the selected school level factors were lowering the rate of girls participation in public day secondary schools by almost 43%. The study concluded that that school level factors such as: low sense of belonging among girls to their schools, inadequate counseling of girls in schools and low academic performance had a negative influence on girls’ rate of participation in public day secondary schools in Naivasha Sub-county. It was recommended that public day secondary school educators, specifically principals, counselors and teachers should focus their attention enhancing girls’ participation rate in their schools.

scholarly journals Mismatch between student and university expectations of academic achievement

2020 ◽  
Vol 8 (2) ◽  
pp. 97-106
Author(s):  
Warren Lake ◽  
Hanabeth Luke ◽  
Bill Boyd
Keyword(s):  
Academic Achievement ◽  
Academic Performance ◽  
Academic Success ◽  
Student Success ◽  
Student Performance ◽  
Student Perceptions ◽  
Self Efficacy ◽  
Sense Of Belonging ◽  
Analytical Analysis ◽  
The Impact

Student perceptions of their studies and learning are important influencers of academic performance and outcome. Here we find that the grades students anticipate obtaining may differ significantly from grades awarded: students’ perceptions of their studies appear to be at odds with the university’s assessment of their academic worth. A previous study introduced students to the concept of self-efficacy and its effects on academic performance and outcome; we demonstrate that students’ self-efficacy can be raised. Importantly, the focus is not on the validity of the concept of self-efficacy as the guiding or defining principle in this research, but rather a means to potentially identify important student perceptions that may influence academic performance. Moreover, the effect, emphasises a mismatch between student and university expectations of the measure of achievement: students overestimate their anticipated grades against grades awarded. By encouraging improved self-efficacy are we emphasising differences between anticipated and awarded grades? Are we diminishing the student’s sense of achievement and therefore negatively impacting on student performance? To resolve this, in this study we shift the focus from the purely analytical analysis of the impact of self-efficacy and highlight assumptions of the primacy of grades as signifier of academic success. Academic success is motivated by a desire for learning as much as for good grades. Furthermore, a student’s academic success reflects a complex of socio-personal influences. These perspectives allow the effects of improved self-efficacy to be formative in the student’s maturing sense of belonging within education. The survey and concept of self-efficacy is now better understood as the vehicle for improved experiences of learning, becoming potent drivers of student success.

scholarly journals Creating an Inclusive Learning Community to Better Serve Minority Students

2022 ◽  
Vol 4 (3) ◽  
pp. 1-18
Author(s):  
Phoebe S. Lin ◽  
Lynne N. Kennette
Keyword(s):  
Social Psychology ◽  
Academic Performance ◽  
Learning Environment ◽  
Learning Community ◽  
Minority Students ◽  
Sense Of Belonging ◽  
Poor Mental Health ◽  
Racial Groups ◽  
Online Classroom ◽  
Inclusive Learning

As campuses become increasingly diverse, it is important that faculties maintain inclusive classrooms. Students of underrepresented ethnic/racial groups are more likely to experience disengagement in an academic setting (Nagasawa & Wong, 1999), which can lead to underperformance (Major et al., 1998). Students with LGBTQA+ (lesbian, gay, bisexual, transgender, queer, or asexual) identities are at higher risk of poor mental health and lower academic performance compared to cisgender and heterosexual students (Aragon et al., 2014). These detrimental experiences can lead to even more harm in a remote learning environment, where students have fewer opportunities to feel a sense of belonging and connect with their peers and/or instructors. This paper will consider strategies of inclusiveness in the online classroom and in-person learning environment within a social psychology framework to better support underprivileged students to improve academic performance and the overall educational experience. The suggestions and discussions provided apply to both in-person learning as well as remote delivery.

scholarly journals A head start in higher education: the effect of a transition intervention on interaction, sense of belonging, and academic performance

2019 ◽  
Vol 45 (4) ◽  
pp. 862-877 ◽  
Author(s):  
Sanne G. A. van Herpen ◽  
Marieke Meeuwisse ◽  
W. H. Adriaan Hofman ◽  
Sabine E. Severiens
Keyword(s):  
Higher Education ◽  
Academic Performance ◽  
Head Start ◽  
Sense Of Belonging ◽  
Transition Intervention

scholarly journals The Positive Functioning of Post-9/11 Student Service Members/Veterans as a Predictor of Academic Performance

2021 ◽  
Author(s):  
◽  
Eugenia Weiss
Keyword(s):  
Academic Performance ◽  
Positive Psychology ◽  
Factor Structure ◽  
Sense Of Belonging ◽  
Well Being ◽  
Building Blocks ◽  
Service Members ◽  
Future Research ◽  
Positive Functioning ◽  
Student Service

There is a dearth of empirical evidence on post-9/11 student veterans and what makes them successful in their transition from military service to postsecondary education. This study primarily examined post-9/11 student service members'/veterans' (SSM/Vs) positive functioning (i.e., the building blocks of well-being) as a predictor of their academic performance. Positive psychology through Seligman's (2010) PERMA model and Ecological Systems Theory (Bronfenbrenner, 1993) were used as the guiding theoretical frameworks. An SSM/V sample of convenience (N = 199) was derived from seven colleges and universities in three U.S. states. The following hypotheses were tested mostly using logistic regression: SSM/Vs' positive functioning will be positively related to their academic performance (i.e., self-reported GPA, perceptions of being on time towards program completion, and beliefs of meeting academic goals); SSM/Vs' perceived positive university environment (i.e., social climate) and sense of belonging (i.e., psychological sense of community) will likely be positively related to their academic performance. Additionally, confirmatory factor analysis (CFA) was conducted to assess the factor structure of a well-being measure, Positive Functioning at Work Scale (PF-W, Donaldson 2019; Donaldson & Donaldson, 2021). The findings from the study indicate that positive functioning is a predictor of SSM/Vs' academic performance and explain up to 18% of the variance. The findings also confirm the original factor structure of the PF-W scale. CFA model suggested a good fit for the data: [chi]2 =38.064, p < 0.009, [chi]2 /df = 1.903 CFI=.969, TLI = .957, SRMR =0.045, RMSEA = 0.067. SSM/Vs' positive perceptions of campus environment and sense of belonging only partially predicted academic performance. The results of this study serve to inform theory, research, and practice for institutions of higher learning specifically on the value of SSM/V well-being on academic performance. Additionally, the study highlights the importance of assessing and promoting well-being in SSM/Vs to facilitate a successful transition in and out of higher education. Future research and application of college/university-wide positive psychology interventions are recommended for further exploration.

Role of an Academic Performance Committee

1969 ◽  
Vol 33 (1) ◽  
pp. 101-104
Author(s):  
JC Hickey ◽  
MT Romano ◽  
RK Jarecky
Keyword(s):  
Academic Performance

Can the Academic Self-Concept be Positive and Realistic?

2005 ◽  
Vol 19 (3) ◽  
pp. 129-132 ◽  
Author(s):  
Reimer Kornmann
Keyword(s):  
Academic Performance ◽  
Opposite Effect ◽  
Self Esteem ◽  
Point Of View ◽  
The Other ◽  
Self Concept ◽  
High Ability ◽  
Self Image ◽  
Other Hand

Summary: My comment is basically restricted to the situation in which less-able students find themselves and refers only to literature in German. From this point of view I am basically able to confirm Marsh's results. It must, however, be said that with less-able pupils the opposite effect can be found: Levels of self-esteem in these pupils are raised, at least temporarily, by separate instruction, academic performance however drops; combined instruction, on the other hand, leads to improved academic performance, while levels of self-esteem drop. Apparently, the positive self-image of less-able pupils who receive separate instruction does not bring about the potential enhancement of academic performance one might expect from high-ability pupils receiving separate instruction. To resolve the dilemma, it is proposed that individual progress in learning be accentuated, and that comparisons with others be dispensed with. This fosters a self-image that can in equal measure be realistic and optimistic.

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