scholarly journals Associations of self-perceived competence, well-being and sense of belonging among pre- and in-service teachers encountering children with diverse needs

2018 ◽  
Vol 34 (4) ◽  
pp. 424-440
Author(s):  
Mari Nislin ◽  
Henri Pesonen
Keyword(s):  
Sense Of Belonging ◽  
Well Being ◽  
Perceived Competence

scholarly journals The Evaluation of Organizational Well-Being in An Italian Teaching Hospital Using the ANAC Questionnaire

2019 ◽  
Vol 16 (6) ◽  
pp. 1056
Author(s):  
Claudio Cortese ◽  
Federica Emanuel ◽  
Lara Colombo ◽  
Marco Bonaudo ◽  
Gianfranco Politano ◽  
...  
Keyword(s):  
Sense Of Belonging ◽  
Structural Equation ◽  
Health And Safety ◽  
Well Being ◽  
Clinical Staff ◽  
Self Report ◽  
Equation Modeling ◽  
Public Agencies ◽  
Organizational Goals ◽  
The Relationship

In Italy, the Italian National Anti-Corruption Authority (Autorità Nazionale Anti-corruzione—ANAC) has developed a questionnaire to assess the organizational well-being of employees within public agencies. The study aimed to explore the relationship among variables in the ANAC questionnaire: Several job resources (lack of discrimination, fairness, career and professional development, job autonomy, and organizational goals’ sharing) and outcomes of well-being at work, such as health and safety at work and sense of belonging. The research was carried out among workers in an Italian hospital in Northwest Italy (N = 1170), through an online self-report questionnaire. Data were grouped into two job categories: Clinical staff (N = 939) and non-clinical staff (N = 231). The hypothesized model was tested across the two groups through multi-group structural equation modeling. Results showed that health and safety at work and sense of belonging had significant positive relationships with the other variables; some differences emerged between the determinants of the two outcomes and among groups. The study aims to identify some reflections and suggestions regarding the assessment of well-being in the health care sector; implications for practice are identified to promote organizational well-being and health in organizations.

scholarly journals Enhancing Older Adults’ Sense of Belonging and Subjective Well-Being Through Sport Game Attendance, Team Identification, and Emotional Support

2019 ◽  
Vol 32 (7-8) ◽  
pp. 530-542 ◽  
Author(s):  
Yuhei Inoue ◽  
Daniel L. Wann ◽  
Daniel Lock ◽  
Mikihiro Sato ◽  
Christopher Moore ◽  
...  
Keyword(s):  
Older Adults ◽  
Pilot Study ◽  
Emotional Support ◽  
Sense Of Belonging ◽  
Well Being ◽  
The United States ◽  
Team Identification ◽  
Subjective Well Being ◽  
Study Results ◽  
Game Attendance

Objective: We investigate how (a) attendance at sport games and (b) identification with a sport team as fans (i.e., team identification) influence older adults’ perceptions of emotional support, belonging, and subjective well-being (SWB). Method: An experimental pilot study was conducted with 50 older adults, followed by a main survey study administered to 534 older adults from various communities across the United States. Results: Pilot study results indicated that game attendance and team identification had a positive and significant influence on older adults’ perceptions of emotional support from fellow team fans. These results were replicated in the main study, which also showed that older adults’ perceived emotional support from fellow fans was positively associated with their sense of belonging which predicted their SWB. Discussion: The findings provide insights into how older adults may be engaged in meaningful forms of social life to help them maintain and enhance mental health.

College Students’ Sense of Belonging: A National Perspective

2019 ◽  
Vol 49 (2) ◽  
pp. 134-137 ◽  
Author(s):  
Maithreyi Gopalan ◽  
Shannon T. Brady
Keyword(s):  
College Students ◽  
Psychological Factors ◽  
Sense Of Belonging ◽  
First Generation ◽  
Well Being ◽  
First Year ◽  
Nationally Representative ◽  
National Perspective ◽  
Students Success ◽  
Racial Ethnic

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.

Self-Esteem: Rebuilding Self-Worth and Value in Survivors of Torture and Trauma through Higher Education

2020 ◽  
pp. 1-15
Author(s):  
Jaswant Kaur Bajwa ◽  
Sean Kidd ◽  
Mulugeta Abai ◽  
Ibtissem Knouzi ◽  
Sidonia Couto ◽  
...  
Keyword(s):  
Sense Of Belonging ◽  
Tertiary Education ◽  
Well Being ◽  
Self Esteem ◽  
Educational Programming ◽  
Barriers To Education ◽  
Self Worth ◽  
Trauma Informed ◽  
Survivors Of Torture

This paper explores the role of an innovative trauma-informed, strengths-based education program designed to address barriers to education about the self-esteem and well-being of survivors of torture and/or war. Results show a statistically significant change in participants’ self-esteem measures. Qualitative data suggest that the participants perceived the program as a safe space that afforded social support and factual information about access to tertiary education. The program also reinforced participants’ sense of belonging and helped sustain their feelings of hope and motivation. Trauma-informed, strengths-based educational programming is a promising framework that can support survivor’s self-esteem, sense of identity, and successful resettlement.

scholarly journals Psychological Constructs as Predictors of Strength Gains in a Strength Training Course

2019 ◽  
Vol 16 (1) ◽  
pp. 41-48
Author(s):  
Kathrine Hadley ◽  
Joanna Morrissey
Keyword(s):  
Strength Training ◽  
Self Efficacy ◽  
Repeated Measures ◽  
Exercise Adherence ◽  
Well Being ◽  
Perceived Competence ◽  
Outcome Expectancy ◽  
Future Research ◽  
Psychological Constructs ◽  
Training Course

Strength training has many benefits, both affective and physical health-related. However, little research has been done on the psychological constructs that play an important role in exercise adherence, maintenance, and outcomes regarding strength training specifically. The purpose of this study was to examine self-efficacy (SE), perceived competence (PC), and outcome expectancy (OE), several of the key psychological constructs, as predictors of strength gains in a strength training course. It was hypothesized that the changes in participants’ measures of SE, PC, and OE from baseline to post-training would predict participants’ actual strength gains, but not the levels of SE, PC, and OE at baseline and post-training independently. Participants (n=20; 50% 20-21 years old, 40% 22-24 years old, 10% 25 years or older; 60% female, 40% male; 45% Caucasian, 30% Hispanic/Latino, 20% multiracial, 5% Asian/Pacific Islander) in a 15-week strength training technique (STT) course completed a battery of psychological questionnaires assessing SE, PC, and OE in addition to fitness tests consisting of a vertical jump test, an estimated one repetition maximum bench press and a back squat at baseline, mid- and post-training. One-way repeated measures ANOVA was used to examine differences in SE, PC, and OE at baseline, mid-, and post-training. Spearman correlation and multiple regression analyses were used to determine the predictive specificity of baseline, mid-, post-training levels, and changes in SE, PC, and OE on strength gains. ANOVA results show a significant time effect, as there was a significant increase in all three variables over time, suggesting that course participation increased students’ SE, OE, and PC about strength training. Baseline scores, post-training scores, and changes in SE, PC, and OE were not significant predictors of changes in strength or power scores. These results suggest that while an instructor-led STT course may increase SE, OE, and PC for individuals with varying strength training experience and positively influence college students’ well-being, these psychological constructs may not predict strength gains. Future research should examine possible predictive factors for strength training outcomes in larger, more heterogeneous populations. KEYWORDS: StrengthTraining; Self-Efficacy; Perceived Competence; Outcome Expectancy; Psychological Constructs; Kinesiology; Strength and Conditioning; Resistance Training

scholarly journals ‘A Source of Sanity’: The Role of Social Support for Doctoral Candidates’ Belonging and Becoming

10.28945/4275 ◽  
2019 ◽  
Vol 14 ◽  
pp. 367-382 ◽  
Author(s):  
Lilia Mantai
Keyword(s):  
Social Support ◽  
Identity Development ◽  
Sense Of Belonging ◽  
Well Being ◽  
Student Diversity ◽  
Social Connections ◽  
Future Research ◽  
Doctoral Candidates ◽  
Researcher Identity

Aim/Purpose: This paper investigates the role of social support in the PhD. Despite universities’ efforts to provide a collegial PhD experience, candidates report isolation and loneliness in doctoral education – a factor contributing to attrition. Background: Previous research (Mantai & Dowling, 2015) defined social support in four categories: moral, emotional, guiding and mentoring, companionship, and collegiality. Social support is facilitated in various formal and informal groupings. Socialisation into scholarly communities promotes researcher identities through a sense of belonging. Developing a strong researcher identity through social connections benefits a student’s physical and emotional well-being, PhD progress, and investment in researcher careers. Methodology: This paper is based on thematic analysis of focus groups and one-on-one interviews with 64 PhD candidates from two Australian metropolitan universities. Contribution: Students’ perspectives on social support during PhD study are largely missing in the literature, as more importance is placed on academic support. This paper provides rich empirical evidence to show that support afforded by candidates’ personal, social, and professional relationships is critical in doctoral candidates’ identity development. Findings: First, investigating social support from the student perspective shows that it promotes students’ researcher identity development, sense of belonging, and community. Second, the paper extends our understanding of what social support means as it examines this concept in the context of student diversity. This paper confirms social support in the PhD extends beyond the institutional higher degree research environment and includes outside support by family, friends as well as online communities. Recommendations for Practitioners: Promote and improve support services, networking opportunities, and social connections within academia and beyond. Invest in understanding students’ diverse backgrounds and individual circumstances as well as goals. Recommendation for Researchers: Evaluate existing social support structures in place and identify social support needs of doctoral candidates at your particular institution. Impact on Society: Institutions, governments, and individuals heavily invest in PhD degrees financially and psychologically. This research aims to improve outcomes for society by developing skilled and confident graduates. Future Research: Future research ought to focus on the issues experienced by students of particular demographic backgrounds and on how to best support them.

scholarly journals “We’re All in the Same Boat” – The Experience of People With Mental Health Conditions and Non-clinical Community Members in Integrated Arts-Based Groups

2021 ◽  
Vol 12 ◽  
Author(s):  
Aya Nitzan ◽  
Hod Orkibi
Keyword(s):  
Mental Health ◽  
Sense Of Belonging ◽  
Well Being ◽  
Health Conditions ◽  
Personal Recovery ◽  
Community Members ◽  
Mental Health Conditions ◽  
Integrated Arts ◽  
Clinical Community ◽  
The Arts

In recent decades there has been a significant increase in community rehabilitation programs for people with mental health conditions. One such nationwide programs is Amitim in Israel whose mission is to foster the psychosocial rehabilitation of people with mental health conditions in the community. Amitim’s flagship program consists of arts-based groups that integrate participants with mental health conditions and non-clinical community members. To better understand the experiences of participants in these arts-based groups, five focus groups were conducted with participants from 15 integrated arts-based groups. In total, 17 people with mental health conditions and 21 non-clinical community members were interviewed for this qualitative study. Three main themes emerged from the thematic analysis: creation and expression through the arts promote well-being, self-disclosure in a safe space encourages a sense of belonging, and “we are all in the same boat.” The participants underscored the role of creation and expression through the arts in facilitating emotional expression, self-discovery, interpersonal communication, and spiritual elevation. The findings suggest that the facilitators should instill a sense of equality by enabling intergroup acquaintances without labeling participants’ mental health status. Integrated arts-based groups should be accompanied by a mental health professional who can contain and work through complex emotional situations when needed. Arts therapists who specialize in both arts and mental health are particularly suitable for this role. Overall, the interviewees reported that participation in the integrated arts-based groups positively impacted their personal recovery processes by providing a corrective experience of equality as well as enhancing a sense of belonging to the community and social relationships. The participants also reported being empowered by the final artistic event that not only enhanced their sense of visibility, competence, and aspirations for future development in personal, interpersonal, and artistic realms, but also helped to combat both self- and public stigma.

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