Sense of Belonging in Full-Time College Students
Abstract
Sense of school belonging is shown to be a protective factor against stress and behavioral problems. College students who report a greater sense of belonging have higher test scores, attendance, and complete school at higher rates compared to their peers who report lower scores. This study explores the relationship between sense of belonging and positive outcomes in emerging adulthood. It was hypothesized that full-time college students with a lower sense of belonging will have lower GPAs and lower scores of developmental adjustment—specifically financial and emotional independence, and work and school functioning. The sample (n = 204, aged 18-29, 68.6% female, 82.8% white) was recruited through SONA. During an online questionnaire, participants reported their GPA and answered questions related to their sense of school belonging and developmental progress via reliable measures for credit in a college course. Preliminary analyses and visual examinations of plots indicated a linear model was an adequate fit, with some limitations in the normality of residuals. Four simple linear regressions were conducted. Sense of belonging was significantly associated with emotional independence ( = .420, p = < .001), work and school functioning ( = .390, p = < .001) and financial independence ( = .157, p = .025), but there was no significant relation to GPA. Null findings for GPA may be due to the limited variability in the sample. Overall, results demonstrate the importance of a strong sense of belonging. Policies that prioritize inclusive school environments may bolster successful navigation of emerging adulthood. Students with a strong sense of school belonging may develop greater emotional and financial independence through enhanced self-confidence and problem-solving skills. This belonging may also protect against skipping class and disengagement. Future research should use longitudinal designs to establish causality and address self-report and cross-sectional data limitations.
Start Time
16-4-2025 9:00 AM
End Time
16-4-2025 11:30 AM
Presentation Type
Poster
Presentation Category
Social Sciences
Student Type
Undergraduate Student
Faculty Mentor
Rachal Miller-Slough
Faculty Department
Psychology
Sense of Belonging in Full-Time College Students
Sense of school belonging is shown to be a protective factor against stress and behavioral problems. College students who report a greater sense of belonging have higher test scores, attendance, and complete school at higher rates compared to their peers who report lower scores. This study explores the relationship between sense of belonging and positive outcomes in emerging adulthood. It was hypothesized that full-time college students with a lower sense of belonging will have lower GPAs and lower scores of developmental adjustment—specifically financial and emotional independence, and work and school functioning. The sample (n = 204, aged 18-29, 68.6% female, 82.8% white) was recruited through SONA. During an online questionnaire, participants reported their GPA and answered questions related to their sense of school belonging and developmental progress via reliable measures for credit in a college course. Preliminary analyses and visual examinations of plots indicated a linear model was an adequate fit, with some limitations in the normality of residuals. Four simple linear regressions were conducted. Sense of belonging was significantly associated with emotional independence ( = .420, p = < .001), work and school functioning ( = .390, p = < .001) and financial independence ( = .157, p = .025), but there was no significant relation to GPA. Null findings for GPA may be due to the limited variability in the sample. Overall, results demonstrate the importance of a strong sense of belonging. Policies that prioritize inclusive school environments may bolster successful navigation of emerging adulthood. Students with a strong sense of school belonging may develop greater emotional and financial independence through enhanced self-confidence and problem-solving skills. This belonging may also protect against skipping class and disengagement. Future research should use longitudinal designs to establish causality and address self-report and cross-sectional data limitations.