Napper Lucy E, Stone Meg Munley, Neely Princess O
Department of Psychology, Lehigh University, 17 Memorial Drive-East, Bethlehem, PA18015.
Student Affairs, Lehigh University, 17 Memorial Drive-East, Bethlehem, PA18015.
High Educ Res Dev. 2023;42(4):920-936. doi: 10.1080/07294360.2022.2128074. Epub 2022 Oct 12.
Past research has highlighted a range of factors that impact college students' sense of belonging. It is less clear how the COVID-19 pandemic has shaped college students' experience of belonging. The current study used a reflective photography approach to examine US college students' experience of belonging to their institution during the COVID-19 pandemic. Student responses included themes of: Physical Space, Community, Adaptation/Continuity, Identity, and Negative Affect. Physical space emerged as the most common theme. Regardless of whether students were studying on campus or remotely, students described the role of the natural and built environment in finding a sense of connection and belonging. In comparisons based on students' class year, first-year students talked more about the role of structured groups and other cohorts highlighted the role of past shared experiences. The findings have implications for interventions aimed at promoting student belonging.
过去的研究强调了一系列影响大学生归属感的因素。目前尚不清楚新冠疫情如何塑造了大学生的归属感体验。当前的研究采用反思性摄影方法，来考察新冠疫情期间美国大学生对其所在院校的归属感体验。学生的回答包括以下主题：物理空间、社区、适应/连续性、身份认同和负面影响。物理空间是最常见的主题。无论学生是在校学习还是远程学习，他们都描述了自然环境和人造环境在找到联系感和归属感方面的作用。在基于学生年级的比较中，大一学生更多地谈到了结构化群体的作用，而其他年级的学生则强调了过去共同经历的作用。这些研究结果对旨在促进学生归属感的干预措施具有启示意义。
