Belonging and adjustment for LGBTQ+ and non-LGBTQ+ students during the social transition to university
Bibliographic Data
| ID | 12975685 |
|---|---|
| Authors | Valerie A Sotardi (0000-0002-2720-6362, University of Canterbury, corresponding author), Nicola Surtees (0000-0003-1356-7885, University of Canterbury), K Vincent (0000-0003-4982-2788, University of Canterbury), Hamish Johnston (University of Canterbury) |
| Year | 2021 |
| Volume | 15 |
| Issue | 6 |
| Pages | 755-765 |
| Publication date | 2021-03-18 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | Journal of Diversity in Higher Education (JOURNAL) |
| Journal identifiers | ISSN: 1938-8934 • E-ISSN: 1938-8926 |
| Publisher | American Psychological Association (PUBLISHER • US) |
| DOI | 10.1037/dhe0000305 |
| OpenAlex | W3137909185 |
| Language | EN |
| Citations received | 11 |
| References cited | 22 |
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
Homosexuality · Human sexuality · Lesbian · Queer · Sexual identity · Sexual orientation · Sociology · Transition (genetics · Gender Studies · LGBTQ Health, Identity, and Policy · Psychology
Investigating differences in LGBTQIA+ students’ identity gaps during the semester and academic breaks
‘Do I have to go through all of that again?’ Class and rurality as barriers in the higher education pathways of queer students
Relationship between university belonging and student outcomes
Querying queer quantitative educational research
‘That’s who I am’
Examining campus support systems for LGBQ+ college students’ mental health and well-being
Belonging matters
Rainbow students’ experiences in New Zealand’s vocational education system
Psychological health among adult offspring of lesbian parents at a time of anti-LGBTQ+ oppression
Pronouns, Pin Badges and Pride
Do Y'all Say Gay or Trans
Perceived social support from friends and family and psychosocial functioning in bisexual young adult college students.
Sense of Belonging in College Freshmen at the Classroom and Campus Levels
Sense of Belonging as a Predictor of Intentions to Persist Among African American and White First-Year College Students
Investigating “Sense of Belonging” in First-Year College Students
The WHO-5 well-being index – validation based on item response theory and the analysis of measurement invariance across 35 countries
Conceptualizing belonging
Measuring emotions in students’ learning and performance
Development of a Sense of Belonging for Privileged and Minoritized Students
Characteristics of teaching and students’ emotions in the classroom
The Explanatory and Predictive Scope of Self-Efficacy Theory
Students’ engagement in first‐year university
Minority stress and LGBQ college students’ depression
Affirming policies, programs, and supportive services
Traditionally Heterogendered Institutions
The first-year university experience for sexual minority students
The Adjustment to U.S. Rural College Campuses for Bisexual Students in Comparison to Gay and Lesbian Students
The influence of emotion recognition and emotion regulation on intercultural adjustment
Inclusion and Exclusion
The need to belong
Coping With Sexual Orientation-Related Minority Stress
Heterosexism, Depression, and Campus Engagement Among LGBTQ College Students
| Unique citing works | 11 |
|---|---|
| Citations per year | 5,5 |
| Citation span | 2024 - 2026 (3) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 11 |