College Students' Sense of Classroom Belonging and Engagement Over Time: A Structural Equation Modeling Approach

• In Event: AERA Poster Session 8
  In Poster Session: Affective Influences on Learner Success

Abstract

Using SEM, this study examined the relations among college students’ sense of classroom belonging, academic engagement, and course features at two different time points within a semester (i.e., Time 1, Time 2). Further, the study tested a group difference in the proposed model between ethnic/racial minority and non-minority students. Results revealed that belonging at Time 1 positively predicted engagement at Time 2, holding constant motivation variables and engagement at Time 1. Also, students’ perceived belonging was found to mediate between some course attributes (e.g., instruction mode, classroom goal structure) and engagement. Finally, results suggested that the model that hypothesized the beneficial effect of belonging on engagement applied well to both ethnic/racial minority and non-minority groups.

Author

• Jeonghyun Lee, Georgia Institute of Technology