Learning Environment, Interaction, Sense of Belonging and Study Success in Ethnically Diverse Student Groups
By Marieke Meeuwisse, S. Severiens, Marise Ph. Born. 2010
333 citations recorded by the source corpus.
The purpose of this paper was to investigate a model for describing the relationships between the extent to which learning environments are activating and students’ interaction with teachers and peers, sense of belonging, and study success. It was tested whether this model holds true for both ethnic minority students and ethnic majority students. A total of 523 students from four different universities completed a questionnaire. Structural equation modeling (Amos) was used to test the model. The model that best describes the relationships in the group of ethnic minority students (N = 145) was shown to be different than the model that best fits the group of majority students (N = 378). Ethnic minority students appeared to feel at home in their educational program if they had a good formal relationship with teachers and fellow students. Ethnic minority students’ sense of belonging to the institution nevertheless did not contribute to their study progress. On the other hand, in majority students, informal relationships with fellow students were what led to a sense of belonging. In these students, the sense of belonging did further academic progress.
Subfields: Education
View Paper: https://www.semanticscholar.org/paper/abc31cf7f809f5fe90659d03d521638cf7265622
How researchers see this paper
The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.
In Education
- Carol A. Lundberg
- Young K. Kim
- Marieke Meeuwisse
- E. Jansen
- E. V. Rooij
- M. Fokkens-Bruinsma
- W. Hofman
- Sanne G. A. van Herpen
Citations in the corpus
- A head start in higher education: the effect of a transition intervention on interaction, sense of belonging, and academic performance (2020, methodology): “In the problem-based learning context of the law school, we adapted established scales of interaction behaviour (Goodman 1997; Meeuwisse, Severiens, and Born 2010; Severiens andWolff 2008) to assess formal and informal student–faculty interactions as well as formal and informal student–peer…”
- A Structural Model of the Relationship Between Student–Faculty Interaction and Cognitive Skills Development Among College Students (2015, background): “These findings are consistent with Meeuwisse et al. (2010) and Gasiewski et al.’s (2012) findings of a relationship among student–faculty interaction, sense of belonging, and classroom engagement.”
- Working while studying at university: The relationship between work benefits and demands and engagement and well-being (2015, background): “Meeuwisse, Severiens, and Born (2010) found that family-to-university conflict and facilitation were influenced by family involvement and support, and conflict (negatively) and facilitation (positively) were then related to effort.”
- Causes of differences in student outcomes (2015, background): “Meanwhile a Dutch study (Meeuwisse et al., 2010) noted that ethnic minority students appeared to feel at home in their educational programme if they had a good relationship with their teachers and fellow students.”
- Factors that influence PhD candidates’ success: the importance of PhD project characteristics (2019, methodology): “Among undergraduates, connections have been reported between a sense of belonging and study progress (e.g. Meeuwisse, Severiens, and Born 2010).”