Marginalization, Coping, and Belonging: Social Emotional Learning Predictors for Higher Education Students

• In Event: Integrating Social-Emotional Learning in Higher Education for Equity, Well-Being, and Civic Engagement

Abstract

Theoretical Framework
Social Emotional Learning (SEL) in young adulthood is conceptualized as adaptive interpersonal and self-regulatory skills that are malleable over time (CASEL, 2016) and previous studies have found the Social Emotional Assets (SEA; Hughes 2019) measure to be predictive of academic engagement and student well-being in university. However, there are many predictors of SEL in university students, such as coping and sense of belonging. Moreover, marginalization in post-secondary environments may play a large role in SEL, sense of belonging, and coping.

Objectives
The purpose of the current study was to better understand the associations between marginalization, sense of belonging, coping, and SEL in Canadian undergraduate students. It was hypothesized that marginalization would predict lower SEL scores in undergraduate students. Additionally, it was predicted that sense of belonging, positive coping, and negative coping would mediate the association between marginalization and SEL.

Methods
A total of N = 525 Canadian undergraduate students between the ages of 18-25 (M = 20.21) completed an online survey containing the Social Emotional Assets (SEA), Coping Strategies Inventory (CSI), marginalization (German GMF), and sense of belonging (CUSC, 2015). Approximately 84% of participants were women, 81.3% identified as straight/heterosexual, 48% identified as white/European, and 38% identified as non-religious, and 37% identified as Christian.

Results
Marginalization was found to be positively correlated with the domains of negative coping (r = .36, p < .001) and negatively correlated with domains of positive coping (r = .20, p < .001 ), sense of belonging (r = -.37, p < .001) and social-emotional outcomes (r = -.36, p < .001)). Using the PROCESS macro for SPSS, three separate mediator models were conducted, each with marginalization as the predictor variable and SEL as the outcome. Results indicated that sense of belonging was a significant mediator (β = -.055, SE = .10, 95% CI = -.07 & -.04) and this model accounted for the most variance in SEL (R2 = .21). Negative coping was also a significant mediator (β = -.04, SE = .01, 95% CI = -.06 & -.02) and accounted for a similar amount of variance (R2 = .18). Although positive coping was also found to be a significant mediator (β = -.05, SE = .01, 95% CI = -.08 & -.03), this model accounted for the least variance in SEL (R2 = .04).

Scholarly Significance
Results indicate that marginalization, coping, and sense of belonging all play a part in student reported SEL. Although marginalized students may be at risk for lower SEL scores, this may be ameliorated through interventions targeted at improving sense of belonging through inclusivity measures on campus, or through coping strategies training seminars. Moreover, this study is among the first in examining the predictors, rather than outcomes in SEL in post-secondary students. Additional research is needed to further understand the complex inter-associations of the predictors of SEL.

Authors

• Kathleen M Hughes, University of Calgary

• Jusnoor Aujla, University of Calgary

• Michael Alex Bednar