Learning Environment, Interaction, Sense of Belonging and Study Success in Ethnically Diverse Student Groups |
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Authors: | Marieke Meeuwisse Sabine E Severiens and Marise Ph Born |
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Institution: | (1) Risbo, Erasmus University Rotterdam, Woudestein, T11-37, P.O. Box 1738, 3000 DR Rotterdam, The Netherlands;(2) Risbo, Erasmus University Rotterdam, Woudestein, P.O. Box 1738, 3000 DR Rotterdam, The Netherlands;(3) Erasmus University Rotterdam, Woudestein, P.O. Box 1738, 3000 DR Rotterdam, The Netherlands |
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Abstract: | The purpose of this paper was to investigate a model for describing the relationships between the extent to which learning
environments are activating and students’ interaction with teachers and peers, sense of belonging, and study success. It was
tested whether this model holds true for both ethnic minority students and ethnic majority students. A total of 523 students
from four different universities completed a questionnaire. Structural equation modeling (Amos) was used to test the model.
The model that best describes the relationships in the group of ethnic minority students (N = 145) was shown to be different than the model that best fits the group of majority students (N = 378). Ethnic minority students appeared to feel at home in their educational program if they had a good formal relationship
with teachers and fellow students. Ethnic minority students’ sense of belonging to the institution nevertheless did not contribute
to their study progress. On the other hand, in majority students, informal relationships with fellow students were what led
to a sense of belonging. In these students, the sense of belonging did further academic progress. |
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Keywords: | |
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