A sense of belonging and loyalty among Turkish undergraduate students. Serial mediating role of college outcome expectation and engagement.

Autor/in	Gülsen, Fatma Uslu
Titel	A sense of belonging and loyalty among Turkish undergraduate students. Serial mediating role of college outcome expectation and engagement.
Quelle	In: European Journal of Higher Education, 15 (2025) 3, S. 363-379Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	2156-8235; 2156-8243
DOI	10.1080/21568235.2024.2339223
Schlagwörter	Lehre; Studium; Studiendauer; Studienerfolg; Hochschule; Student; Ausland; Türkei
Abstract	This study examines the serial mediating role of college outcome expectation and engagement in the relationship between a sense of belonging and loyalty. It goes further by exploring the serial mediating roles of college outcome expectation and student engagement, in contrast to previous research that primarily concentrated on the direct relationship between the sense of belonging and student loyalty. The data were collected from 677 full-time undergraduate students using the Student Loyalty Scale, the Sense of Belonging Scale, the College Outcome Expectation Questionnaire, and the University Student Engagement Inventory. The path analysis was conducted using the PROCESS macro. The analysis shows that college outcome expectation and student engagement serially mediate the relationship between a sense of belonging and student loyalty. When students feel a strong sense of belonging and their college outcome expectations are satisfied, they are more likely to be engaged in their educational pursuits, which, in turn, impacts their loyalty towards the institution. The findings of this study have significant implications for higher education administrators and instructors, including the need to adopt a student-centered strategy, and offer inclusive guidance, support services for the benefit of students. (HRK / Abstract übernommen).
Erfasst von	Hochschulrektorenkonferenz, Bonn
Update	2026/3