School Belonging in Online Instruction: Cross-Sectional and Prospective Relationships with Academic Adjustment in Higher Education Students During the COVID-19 Pandemic

• Authors: Gabriela Šeboková , Jana Uhláriková

Abstracts

EN

The study aimed to analyse changes in school belonging in higher education students during online instruction and to verify its cross-sectional and longitudinal relationships with academic adjustment in the first and higher years of study. The research sample consisted of 169 higher education students (90.5% women, M = 21.71; SD = 2.63) in the first measurement (end of the winter term), and 77 respondents (96% women, M = 21.38; SD = 2.03) in the second measurement (end of the summer term). Self-report methods were used. Results showed a decline in school belonging among first-year students. School belonging significantly predicted academic adjustment, and the relationship with internal motivation persisted even four months later. The findings support the key role and need for facilitating school belonging in higher education students in the online environment.

Keywords

EN

school belonging; online education; COVID-19 pandemic; intrinsic; motivation; academic stress; higher education students

• Publisher: Wydawnictwo Adam Marszałek
• Journal: The New Educational Review
• Year: 2023
• Volume: 71
• Pages: 13-23

Dates

published

2023

Contributors

author

Gabriela Šeboková

• Constantine the Philosopher University in Nitra, Slovakia

• https://orcid.org/0000000270848096

author

Jana Uhláriková

• Constantine the Philosopher University in Nitra, Slovakia

• https://orcid.org/000000016721858X

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Identifiers

DOI

10.15804/tner.23.71.1.01

Biblioteka Nauki

2191748