Psychology
The Role of Belonging in Non-Traditional College Students’ Academic Success and Psychological Well-Being
Document Type
Oral Presentation
Location
Indianapolis, IN
Subject Area
Psychology
Start Date
11-4-2014 10:15 AM
End Date
11-4-2014 12:00 PM
Sponsor
Leslie Ashburn-Nardo (Indiana University/Purdue University at Indianapolis)
Description
Non-traditional students (i.e., college students 25 years of age and above, who work full-time, or have children of their own) represent a significant and continually growing portion of the enrolled university population. However, little is known about non-traditional students and their level of belonging in the classroom. The current study examines a wide range of students to investigate the potential presence of belonging uncertainty in non-traditional college students, using age as a proxy for non-traditional student status. Further, it examines the potential negative effects belonging uncertainty might have on academic success and psychological well-being and whether or not age acts as a moderator to this relationship. Data will be obtained from a sample of students, full and part-time, at a large, urban, Midwestern university, with participants completing an online survey. It is hypothesized that non-traditional students will report a lack of belonging in the classroom relative to traditional students and that this belonging uncertainty will correlate with lower academic performance outcomes (e.g., current college GPA) and lower psychological well-being outcomes (satisfaction with life, positive and negative affect, and perceived stress) for non-traditional students more than for traditional students. The implications of the current study include the potential need for evaluations and interventions by college faculty and advisors for students at risk for lack of belonging to prevent lowering of persistence, motivation, and achievement.
The Role of Belonging in Non-Traditional College Students’ Academic Success and Psychological Well-Being
Indianapolis, IN
Non-traditional students (i.e., college students 25 years of age and above, who work full-time, or have children of their own) represent a significant and continually growing portion of the enrolled university population. However, little is known about non-traditional students and their level of belonging in the classroom. The current study examines a wide range of students to investigate the potential presence of belonging uncertainty in non-traditional college students, using age as a proxy for non-traditional student status. Further, it examines the potential negative effects belonging uncertainty might have on academic success and psychological well-being and whether or not age acts as a moderator to this relationship. Data will be obtained from a sample of students, full and part-time, at a large, urban, Midwestern university, with participants completing an online survey. It is hypothesized that non-traditional students will report a lack of belonging in the classroom relative to traditional students and that this belonging uncertainty will correlate with lower academic performance outcomes (e.g., current college GPA) and lower psychological well-being outcomes (satisfaction with life, positive and negative affect, and perceived stress) for non-traditional students more than for traditional students. The implications of the current study include the potential need for evaluations and interventions by college faculty and advisors for students at risk for lack of belonging to prevent lowering of persistence, motivation, and achievement.