Capturing Connections during COVID-19: Using Photography to Assess Us College Students' Sense of Belonging

Autor/inn/en	Napper, Lucy E.; Munley Stone, Margaret; Neely, Princess O.
Titel	Capturing Connections during COVID-19: Using Photography to Assess Us College Students' Sense of Belonging
Quelle	In: Higher Education Research and Development, 42 (2023) 4, S.920-936 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Napper, Lucy E.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0729-4360
DOI	10.1080/07294360.2022.2128074
Schlagwörter	COVID-19; Pandemics; Photography; College Students; Student Attitudes; Student Experience; Student School Relationship; College Environment; Interpersonal Relationship; Student Adjustment; Self Concept; Negative Attitudes + Suchen Sie Ihr Suchwort? Fotografie; Collegestudent; Schülerverhalten; Studienerfahrung; Schüler-Lehrer-Beziehung; Hochschulumwelt; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Student; Students; Adjustment; Schüler; Schülerin; Studentin; Adaptation; Selbstkonzept; Negative Fixierung
Abstract	Past research has highlighted a range of factors that impact college students' sense of belonging. It is less clear how the COVID-19 pandemic has shaped college students' experience of belonging. The current study used a reflective photography approach to examine US college students' experience of belonging to their institution during the COVID-19 pandemic. Student responses included themes of Physical Space, Community, Adaptation/Continuity, Identity, and Negative Affect. Physical space emerged as the most common theme. Regardless of whether students were studying on campus or remotely, students described the role of the natural and built environment in finding a sense of connection and belonging. In comparisons based on students' class year, first-year students talked more about the role of structured groups and other cohorts highlighted the role of past shared experiences. The findings have implications for interventions aimed at promoting student belonging. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01