Learning Communities, Mattering, and Sense of Belonging: Structural Equation Modeling From Year 1 of a Longitudinal Study

• In Event: Belonging

Abstract

This study investigates direct and indirect effects of learning communities’ key program components on mattering and sense of belonging among a cohort (n=433) of students at three college campuses. Gender (Men) and ‘mentorship and support’ have a negative direct effect on participants’ self reported belief that they mattered. Men were less likely to believe that they mattered at their respective campuses. Mentorship and support from peers has a negative effect on participants’ feeling that they matter. On the other hand, participants who were able to create personal relationships with staff members in non-classroom specific interactions had positive effects on their belief that they mattered. Interestingly, participants’ belief that they mattered has a negative effect on their sense of belonging.

Authors

• Darnell G. Cole, University of Southern California

• Christopher B. Newman, Azusa Pacific University

• Elizabeth Park, University of Southern California

• Liane Indira Hypolite, University of Southern California