University Belonging, Friendship Quality, and Psychological Adjustment During the Transition to College

By Laura D. Pittman, Adeya Richmond. 2008

571 citations recorded by the source corpus.

Subfields: Clinical Psychology, Education, Safety Research

View Paper: https://www.semanticscholar.org/paper/af2f5ea8f4ec88c763d13839aa4edde4984b8161

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Citations in the corpus

Navigating the College Years: Developmental Trajectories and Gender Differences in Psychological Functioning, Cognitive-Affective Strategies, and Social Well-Being (2020, background): “…is consistently related to increases in psychological well-being (including self-esteem; Brissette, Scheier, & Carver, 2002) and decreases in psychological distress (including stress, anxiety, and depression; Bagwell et al., 2005; Cossy, 2014; Pittman & Richmond, 2008; Salmela-Aro et al., 2008).”
Sense of Belonging and Self-Regulated Learning: Testing Achievement Goals as Mediators (2018, background): “…to previous findings demonstrating the association between school belonging and school adjustment for college students (Hausmann et al., 2007; Pittman & Richmond, 2007, 2008), we provided empirical evidence indicating that school belonging could be a source of cognitive and behavioral…”
School Belonging: A Review of the History, Current Trends, and Future Directions (2016, background): “Among the college population, research has shown belonging to be related to psychological adjustment, motivation, and, (Pittman & Richmond, 2007, 2008; Guiffrida, Lynch, Wall, & Abel, 2013).”
Mattering and Psychological Well-being in College and University Students: Review and Recommendations for Campus-Based Initiatives (2019, background): “According to Rosenberg and McCullough (1981), mattering is both a feeling and a motive. That is, people need to feel like they are significant to others and a failure to satisfy this need can have a profound negative impact on them. Initially, when Rosenberg and McCullough (1981) introduced the matt”
Examining characteristics of resilience among university students: An international study (2014, background): “Extensive research with university students indicates that psychological distress is a major concern during the transition to university due to the multiple changes students face across personal, social, and emotional facets of their lives [1]-[3].”
Support, belonging, motivation, and engagement in the college classroom: a mixed method study (2014, background): “Students’ need for relatedness or belonging, defined as the extent to which students feel accepted and supported by teachers and peers (Goodenow 1993; Goodenow and Grady 1993), may be especially important at the college level, as students often face the need to form and maintain new relationships wh”
Brief Research Report: Sense of Belonging and Academic Help-Seeking as Self-Regulated Learning (2019, background): “For instance, when students feel like they belong to their university, they are less likely to feel anxious, depressed, or lonely (e.g., Alkan, 2016; Gummadam, Pittman, & Ioffe, 2016; Pittman & Richmond, 2007, 2008).”
School Belonging, Ethnic Identity, and Psychological Adjustment Among Ethnic Minority College Students (2016, background): “This study adds to the growing literature suggesting that a sense of school belonging is an important factor in the psychological adjustment of college students (e.g., Freeman et al., 2007; Pittman & Richmond, 2008).”
Perceived Social Support and Well Being: First-Year Student Experience in University. (2014, background): “The value of a strong peer network lies in enhanced study and self-motivation; student feels more supported and secure (Pittman & Richmond, 2008; Swenson, Nordstrom, & Hiester, 2008).”
School Belonging of Adolescents: The Role of Teacher-Student Relationships, Peer Relationships and Family Involvement * (2016, background): “Besides teacher–student relationships, peer relationships also had a particular importance in an adolescent’s sense of school belonging (Law et al., 2013; Ma, 2003; Osterman, 2000; Pittman & Richmond, 2008; Stewart, 2008).”
Self-compassion as a Buffer against Homesickness, Depression, and Dissatisfaction in the Transition to College (2013, background): “Furthermore, first-year college students often experience doubts about their academic abilities and social acceptance, along with changes in their academic and social self-concepts (Compas et al, 1986 ; Dyson & Renk, 2006 ; Felner, Farber, & Primavera, 1983 ; Pittman & Richmond, 2008 ).”
Development of a Sense of Belonging for Privileged and Minoritized Students: An Emergent Model (2016, background): “In both secondary and postsecondary environments, belonging has been associated with academic success (Freeman et al., 2007; Strayhorn, 2012), persistence (Hausmann et al., 2007; Hoffman et al., 2002), and psychological adjustment (Pittman & Richmond, 2008).”
Listening to student voices: student researchers exploring undergraduate experiences of university transition (2012, background): “2005), a larger proportion of research has utilised quantitative survey designs to study aspects including student preparedness and expectations, belonging and early withdrawals (e.g. Brinkworth et al. 2009; Cook and Leckey 1999; Pittman and Richmond 2008; Rowley et al. 2008; Willcoxson 2010).”
Students’ peer relationships and their contribution to university adjustment: the need to belong in the university community (2017, background): “Research that has been conducted shows that belonging and social integration are important factors in successful transition to university, and subsequent retention (Pittman and Richmond 2008; Wilcox et al 2005).”