NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ892433
Record Type: Journal
Publication Date: 2010-Sep
Pages: 18
Abstractor: As Provided
Reference Count: 42
ISBN: N/A
ISSN: ISSN-0361-0365
Learning Environment, Interaction, Sense of Belonging and Study Success in Ethnically Diverse Student Groups
Meeuwisse, Marieke; Severiens, Sabine E.; Born, Marise Ph.
Research in Higher Education, v51 n6 p528-545 Sep 2010
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. (Contains 4 figures, 4 tables, and 2 footnotes.)
Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A