Belonging and Adjustment for LGBTQ+ and Non-LGBTQ+ Students during the Social Transition to University

Autor/inn/en	Sotardi, Valerie A.; Surtees, Nicola; Vincent, Kerry; Johnston, Hamish
Titel	Belonging and Adjustment for LGBTQ+ and Non-LGBTQ+ Students during the Social Transition to University
Quelle	In: Journal of Diversity in Higher Education, 15 (2022) 6, S.755-765 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Sotardi, Valerie A.) ORCID (Surtees, Nicola) ORCID (Vincent, Kerry)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1938-8926
DOI	10.1037/dhe0000305
Schlagwörter	LGBTQ People; Student Adjustment; College Freshmen; Grade Point Average; Student School Relationship; Achievement Need; Well Being; Peer Relationship; Psychological Patterns; Self Efficacy; Student Characteristics; Foreign Countries; New Zealand; Maslach Burnout Inventory + Suchen Sie Ihr Suchwort? Student; Students; Adjustment; Schüler; Schülerin; Studentin; Adaptation; Studienanfänger; Schüler-Lehrer-Beziehung; Well-being; Wellness; Wohlbefinden; Peer-Beziehungen; Self-efficacy; Selbstwirksamkeit; Ausland; Neuseeland
Abstract	The transition to university can be challenging not only for the general student population but also for LGBTQ+ students, whose social experiences may be particularly demanding. In the current research, we explore first-year students' perceptions of belonging and social adjustment by (a) estimating whether such perceptions relate to achievement motivation, well-being, and academic performance and (b) identifying whether these trends differ for LGBTQ+ students. First-year students from one public university in New Zealand (n = 896) completed a questionnaire to report their early experiences in higher education. Grade Point Average (GPA) was provided by the institution. Results using descriptive statistics and regression-based, moderation models offer empirical support that belongingness and social adjustment have the potential to impact first-year students in meaningful ways, and that some of these patterns vary between LGBTQ+ and non-LGBTQ+ students. Individuals who reported institutional belonging and felt as though they had adjusted well to university also reported high levels of achievement motivation and well-being. Meanwhile, individuals who reported peer belonging were linked to weaker achievement motivation yet a "higher" GPA. Our results introduce new evidence that although LGBTQ+ students reported relatively poorer well-being, they experienced relatively more enjoyment and less boredom in their classes. Interactions from moderation testing reveal that the statistical predictions of belongingness and social adjustment for academic self-efficacy and subjective well-being differed between LGBTQ+ and non-LGBTQ+ students. We discuss the practical implications of our results and identify ways for higher educational institutions to support first-year students. (As Provided).
Anmerkungen	American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01