Students' Sense of Belonging in Introductory Chemistry: Identifying Four Dimensions of Belonging via Grounded Theory
Jessica D. Young, Scott E. Lewis, Betul Demirdogen
article (Uluslararası, Hakemli) | Yazar(lar): Jessica D. Young, Scott E. Lewis, Betul Demirdogen | Yıl: 2024 | Dergi/Kurum: INTERNATIONAL JOURNAL OF SCIENCE AND MATHEMATICS EDUCATION | İndeks: WOS.SSCI | DOI: 10.1007/s10763-023-10433-3 | Anahtar Kelimeler: Affect, Belonging, Chemistry, Dispositions introductory — Özet:
Students' sense of belonging impacts their affect, motivation, well-being, and academic success. Sense of belonging is considered context-dependent as what determines one's belonging differs across contexts. This study explores how sense of belonging manifests among post-secondary, introductory chemistry students. This context is important given the threats to belonging that may arise from the transition into post-secondary studies and the pivotal role introductory courses play in student success. To carry out this investigation, 19 post-secondary students from introductory chemistry courses were interviewed following a semi-structured approach. Qualitative analyses were conducted that led to a conceptualization of belonging. Belonging can be situational, dependent on the occurrences within the setting, or dispositional, representing long-standing tendencies. It is also acceptance-based, such as friendships and support, or value-based, where contributions are recognized or acted upon. These traits are combined into four dimensions: Situational Acceptance, Dispositional Acceptance, Situational Value, and Dispositional Value. This nuanced understanding can guide instructional and research efforts to improve students' sense of belonging.