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Autor/inn/en | Sotardi, Valerie A.; Surtees, Nicola; Vincent, Kerry; Johnston, Hamish |
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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 |
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 |
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 |