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Mental health crises among college students have been reported to be increasing exponentially year after year. This non-experimental quantitative study investigated the correlates of positive mental health of college students to better explore and understand the positive mental health among students, specifically in the context of Region XI, Philippines. Specifically, the study considered the mediating role of belongingness in the relationship between selfesteem and positive mental health. The data were gathered through online surveys using adapted questionnaires to measure the constructs. The 431 respondents enrolled from various universities and colleges within the region were identified using stratified random sampling. The data were analyzed using Jamovi 2.0 for descriptive statistical analyses and SmartPLS 4.0 software to assess the hypothesized mediation model using bootstrapping. The findings revealed that college students have moderate levels of self-esteem, belongingness, and positive mental health. Further, the indices for direct effects suggest strong links between these variables, leading to a significant partial mediation of belongingness on self-esteem and positive mental health. Recommendations and implications of the research were provided in the paper. [ABSTRACT FROM AUTHOR]

Background: The COVID-19 pandemic caused an unprecedented mid-semester transition to virtual learning. Instructors and students had to adapt to new ways of delivering and receiving course material. Objective: The present investigation examined whether course format and sense of belongingness were associated with learning satisfaction during the COVID-19 pandemic, as well as racial/ethnic or gender identity differences in academic experiences during this time. The current study also explored student perceptions of instructor support, changes in workload, and changes in learning. Method: Undergraduate students (N = 157) responded to quantitative and qualitative items regarding their academic experiences during the first semester of the pandemic in an online survey. Results: Blended courses were associated with poorer outcomes than solely synchronous and asynchronous courses. There were no racial differences in academic experiences; however, women had more positive academic experiences than men. Greater academic and campus belongingness predicted better academic experiences. Students perceived clear, frequent instructor communication as vital to their success. Conclusion: Students' experiences with virtual learning varied depending on instructor and student factors. Teaching Implications: Instructors can improve their students' experiences with virtual learning by providing frequent, clear communication, resources on effective study and time management skills, and a sense of community. [ABSTRACT FROM AUTHOR]

To date, research on refugee mental health has mainly focused on understanding the absence of psychopathology rather than on their well-being and associated positive aspects. The aim of this study was to examine the role of resilience, hope, belongingness, and social support in predicting satisfaction with life and flourishing among 361 minority Syrian refugees living in Iraq (age range = 18–60 years, mean = 32.57, SD = 10.05). Participants completed the Brief Resilience Scale, Adult Hope Scale, Multidimensional Scale of Perceived Social Support Scale, General Belongingness Scale, Satisfaction With Life Scale, and Flourishing Scale. Males reported significantly higher levels of resilience, belongingness, and flourishing compared to females. Demographic variables (age, gender, and economic level), resilience, hope, belongingness, and social support were correlated with life satisfaction and flourishing scores. While controlling for sociodemographic characteristics, resilience and hope were associated with life satisfaction and flourishing scores. However, belongingness and social support were only associated with flourishing scores. The findings suggest that equipping refugees with positive psychological resources could promote increased levels of life satisfaction and flourishing and thus enhance preventive psychosocial programs. [ABSTRACT FROM AUTHOR]

In the post-pandemic landscape, students attending college classes are experiencing the realities of having communication skills dulled due to an interruption to their education (Seideman, 2021). Among these realities are increased challenges students face, both with their daily interpersonal interactions, as well as with their abilities to foster a sense of community and experience belongingness in the college setting. As such, there should be more effort from educators to allow students structured opportunities in the classroom to engage in meaningful dialogue. In offering an assignment centered around Socratic seminar leadership, students gain the opportunity to discuss course materials that matter to them, engage in reciprocal self-disclosure, strengthen interpersonal communication skills, and foster community with their peers inside the classroom. [ABSTRACT FROM AUTHOR]

International students, especially Chinese international students, are underrepresented in leadership roles in Canadian universities. A review of the related literature indicates that low language proficiency, lack of belongingness, and cultural difference inhibited Chinese international students’ leadership opportunities. This study adopted semi-structured, one-onone interviews to investigate the benefits that five Chinese international student participants perceived, based on leadership roles in which they participated. The results suggest that taking student leadership roles facilitated participants’ language development at one Canadian university and enhanced their belongingness to the university. However, their participation in student leadership roles did not contribute to their belongingness to Canadian society. [ABSTRACT FROM AUTHOR]

The notion of belongingness in African philosophy has its most profound expression in Pantaleon Iroegbu's uwa ontology, which stipulates that being is that which exists in the community, or, as he puts it, "To be is to belong." The main contention of this article is that Jonathan O. Chimakonam's ezumezu logic is fully equipped to explain this ontology of belongingness. This is due to the trivalent and dynamic nature of this African culture–inspired logic, which adequately captures the African conception of reality. According to this conception, individual entities continue to coexist or to belong in the community without losing their respective identities. [ABSTRACT FROM AUTHOR]

The concept of belongingness is fast generating interest among scholars of African philosophy. Several scholars articulate and promote various concepts that relate to belongingness. Some of these concepts include communality, solidarity, relationality, integration, harmony, and complementarity. A common thread among these concepts is that they represent an agglutination of parts for mutual identity, enrichment, and survival. This article focuses on the contributions that members of the Conversational School of Philosophy have made toward the development of the concept of belongingness in African philosophy. Specifically, it briefly highlights the ideas of certain scholars, showing how each animates the concept of belongingness. Though their conceptual framings might vary, each speaks, this article argues, to the idea of belongingness. [ABSTRACT FROM AUTHOR]

Copyright of Canadian Journal of Administrative Sciences (John Wiley & Sons, Inc.) is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This research aims to gain a better understanding of the critical role that teachers play in explaining why pupils are motivated to learn. This can help students explore information and new concepts in settings in which they feel competent and motivated. The term motivation according to Gardner and Lambert (1972) indicates motivation as a "desire to achieve a goal, effort expended, and attitudes to learning a language". Therefore, their motivation has a direct influence on the effort they put in and on their academic outcome. Understanding what motivates students well could encourage teachers to decide the best methods to educate their students and how to put those methods into practice. This study provides insight into how English teachers who have been teaching for several years see the impact of motivation on language learning and what they think they can do as language teachers to motivate their students. The main aims and focus of this study were to find out what motivates EFL students and factors that affect their motivation. [ABSTRACT FROM AUTHOR]

Abstract Background Suicide is a serious public health issue. Distress has been identified as a common risk factor, with research also suggesting that a lack of social connectedness is involved. Methods This quantitative, cross-sectional study investigated the role of perceived burdensomeness and thwarted belongingness in the psychological distress/suicidal ideation pathway in a community sample of 480 Australian adults. Results As expected, distress was found to be a strong predictor of suicidal ideation. Perceived burdensomeness and thwarted belongingness both moderated and mediated the relationship between distress and suicidal ideation. Specifically, distress was more strongly linked to suicide ideation when burdensomeness or thwarted belongingness were also high. This moderating effect was stronger for thwarted belongingness than it was for burdensomeness. These variables also mediated the pathway, in that higher distress related to higher burdensomeness and thwarted belonging, which in turn related to higher suicide ideation. This mediating effect was stronger for burdensomeness than for thwarted belonging. Conclusions Overall, the findings confirm the importance of our social relatedness in suicide. Increasing belongingness and reducing the perception of being a burden on others may be an important intervention strategy for weakening the link between distress and suicide ideation.

Students at a large and socially diverse urban university completed an anonymous survey examining online learning experiences during the COVID-19 pandemic with an emphasis on decisions to keep their cameras on or off during synchronous class. The 505 student respondents used 7-point scales to assess their school performance and everyday life experiences during the pandemic, general classroom values, pre-pandemic and current pandemic experiences, technological proficiencies related to Zoom, and camera on/off attitudes, as well as the online behavior of professors, and the role of social media in their everyday lives. The findings underscored two motivations underlying school engagement. Students could be motivated by a need for belonging involving authentic self-presentation while experiencing the emotional presence of others, and/or be instrumentally motivated by a need to perform well and advance their careers. The importance of professors creating a safe online space to foster a sense of belonging was highlighted. Finally, the findings show that feelings about having one’s camera on or off during online classes are related to everyday social media experiences. The social-emotional and pragmatic aspects of university education are complementary facets of a university experience.

Following calls for research to increase gender equality, we investigated women's intentions to pursue career opportunities, in the form of career development programs. We built on lack of fit and signaling theory to argue that women's but not men's pursuit of career opportunities would be influenced by recruiter gender and gender‐stereotypical wording in recruitment advertisements. We conducted two studies in Germany. In Study 1 (video‐based experiment with 329 university students), we found that when a male recruiter used stereotypically masculine compared to feminine wording, female students anticipated lower belongingness, expected lower success of an application, and indicated lower application intentions for career opportunities. These differences in female students' evaluations disappeared when the recruiter was female. While Study 2 (experimental vignette study with 545 employees) replicates the negative effects of masculine wording for female employees; the buffering effect of female recruiters was only replicated for younger, but not for older female employees. Women's anticipated belongingness mediated the relationship between advertisement wording and application intentions when the recruiter was male. Recruiter gender and wording had no effects on men. Our work contributes to a better understanding of when and why contextual characteristics in the recruitment process influence women's pursuit of career opportunities. [ABSTRACT FROM AUTHOR]

Literature indicates that teachers and students who experience trust and belongingness in their school communities have higher levels of indicators of positive quality of life, such as performance, innovation, and creativity. Also, they are open to creating more authentic relationships and fostering an environment based on psychological safety with implications on their well-being, quality of life, self-efficacy, and their general mental health. This quantitative study aims to investigate the impact of an online training program called “Development of trust and belongingness in interpersonal relationships of school teachers” on several psychological variables related to the individual wellbeing. A number of 475 school teachers participated in the study, from several schools located in different regions of Romania. Data were collected pre- and post-intervention with an online form composed of three different questionnaires addressing the following variables: belongingness, connectedness and teacher’s self-efficacy. The findings indicate significant effects of the online intervention program on all the target variables.

OBJECTIVES: To investigate the impact of fear of missing out, belongingness, and peer pressure on social media addiction and to find out the gender difference in social media addiction. METHODS: This cross-sectional survey was designed to collect data from 471 young adults through purposive sampling. The study was conducted from 28th January 2020 to 23rd May 2020 in southern Punjab (Multan, Bahawalpur, Vehari and Layyah) region of Pakistan. An online survey consisting of Fear of missing out scale, Belongingness scale, Peer pressure scale, and Addictive social media usage scale (ASMUS) was shared with participants along with the informed consent. RESULTS: Out of 471 young adults 273 (58%) were females and 198, (42%) were males. Mean age of participants was 19.91±2.23 years. Fear of missing out is positively correlated with belongingness (r =0.26; p

The outbreak of COVID-19 caused the temporary closure of all academic programs and this, in turn, contributed substantially to employment-related tension and also impacted quality of life. Therefore, this study investigates the influence of employment anxiety on quality of life in a moderated mediation situation. The study followed quantitative technique and collected cross-sectional data using convenience sampling from university students in Bangladesh who were above 18 years old. It followed a deductive reasoning with data collected through social media from university students who had access to the internet. Partial least squares-based structural equation modelling was used to analyze the data. The results showed that all the direct effects were significantly associated; however, the moderated mediation effect was not supported. The study concludes with notes on the implications for policy formulation and limitations that provide notes on future research directions.

Few studies have focused on the conditions in which individuals perceive hypocrisy in others. The current study introduces and tests the Motivated Appeal to Hypocrisy (MAtH) hypothesis. This hypothesis examines core social psychological motivational threats and asks (a) whether these are related to the accounts of individuals in charging others with hypocrisy, and (b) whether these perceptions of hypocrisy are associated with reductions in the persuasiveness of persons targeted as hypocrites. Study 1 (N = 201) was based on qualitative coding of stories and revealed, as expected, that violations of core social motives involving belongingness, understanding, control, self-enhancement, and trust are involved in participants' stories of hypocrisy. Study 2 (N = 237) used a multilevel correlational approach and demonstrated that violations of core social motives significantly predict perceptions of hypocrisy and the rejection of a person's message or advice. The relation between social motive violations and message rejection was mediated by perceptions of hypocrisy. [ABSTRACT FROM AUTHOR]

Objectives: Interpersonal factors play an important role in the etiology and treatment of depression. Social support derives from compassionate words and helpful actions provided by family, friends or a significant other. The present study was designed to examine various sources of social support as they relate to the severity of depressive symptoms, hopelessness and suicide risk in adult psychiatric outpatients. Method: Participants were recruited through mental health clinics at a veteran's affairs medical centre. A total of 96 depressed patients were assessed using a diagnostic interview and self‐report measures of depression severity, hopelessness and social support. Among these depressed adults, 45.8% had attempted suicide at least once. Social support variables were compared between suicide attempters and non‐attempters to better understand the relationship between social support and suicidal behaviour. Results: Depression severity and hopelessness were both significantly associated with lower levels of social support in multiple areas. Individuals with a history of suicide attempt reported lower levels of available support as compared to those who have never attempted suicide. Conclusion: Deficient social relationships increase the risk of suicide in depressed patients, exceeding the impact of depression alone on suicide risk. The lack of social support may play a vital role in feelings of hopelessness and isolation that contribute to a suicidal crisis. Psychosocial treatment should be considered to reduce the risk of suicide and severity of depression by strengthening social support and bolstering interpersonal relationships. [ABSTRACT FROM AUTHOR]

Background: Suicide is a serious public health issue. Distress has been identified as a common risk factor, with research also suggesting that a lack of social connectedness is involved. Methods: This quantitative, cross-sectional study investigated the role of perceived burdensomeness and thwarted belongingness in the psychological distress/suicidal ideation pathway in a community sample of 480 Australian adults. Results: As expected, distress was found to be a strong predictor of suicidal ideation. Perceived burdensomeness and thwarted belongingness both moderated and mediated the relationship between distress and suicidal ideation. Specifically, distress was more strongly linked to suicide ideation when burdensomeness or thwarted belongingness were also high. This moderating effect was stronger for thwarted belongingness than it was for burdensomeness. These variables also mediated the pathway, in that higher distress related to higher burdensomeness and thwarted belonging, which in turn related to higher suicide ideation. This mediating effect was stronger for burdensomeness than for thwarted belonging. Conclusions: Overall, the findings confirm the importance of our social relatedness in suicide. Increasing belongingness and reducing the perception of being a burden on others may be an important intervention strategy for weakening the link between distress and suicide ideation. [ABSTRACT FROM AUTHOR]

The current study investigated the correlation between political violence and posttraumatic stress symptoms (PTSS) and whether the sense of belongingness (SOB) and loneliness mediate the correlation between the two variables among Palestinians living in a society characterised by high political violence and prolonged traumatic events. The study sample consisted of 590 Palestinian adults, consisting of 360 men and 230 women, and were recruited using non‐probabilistic convenience sampling methods from a village in the northern region of the occupied Palestinian territories. This study suggests a positive correlation between political violence and PTSS, a positive correlation between loneliness and PTSS, and a negative correlation between SOB and PTSS. SOB and loneliness mediated the correlation between political violence and trauma‐related symptoms. [ABSTRACT FROM AUTHOR]

Despite numerous benefits, students do not always respond positively and engage in active learning in STEM courses. Understanding the factors that influence how students' respond to active learning is important to devising interventions that support their learning, especially for students from historically underrepresented groups. This study examines the influence of students' belongingness and self-efficacy on their affective and behavioural response to active learning and the moderating influence of students' gender-identity. We surveyed 579 students from 25 Science, Engineering, and Computer Science courses across 14 universities. Using a latent indirect-effect model, we found that belongingness and self-efficacy independently predicted students' affective response to active learning and evaluation of the class. Belongingness also predicted students' self-reports of their behavioural participation in active learning. Using measurement invariance, we also found that, despite mean differences in value, positivity, and distraction, there were no gender differences in the strength of relations between variables. These findings suggest that belongingness and self-efficacy play an important role in how all students respond to active learning and that fostering an atmosphere that supports both may reduce student's resistance to engaging in active learning. [ABSTRACT FROM AUTHOR]

• Affinity groups can improve feelings of belongingness in historically excluded students (HES). • An evidence-based model for creating and sustaining affinity groups is presented. • Nursing programs can create affinity groups to foster inclusion and belongingness in HES. Affinity groups, defined as groups that form around a shared identity, can allay feelings of isolation and foster inclusion among historically excluded populations (HES). The purpose of this viewpoint article is to present an evidence-based model for creating and sustaining affinity groups for HES in nursing programs. These groups address diversity, inclusion, and belongingness in nursing programs. More research is needed to determine potential impact of affinity groups on retention and academic progression of HES. [ABSTRACT FROM AUTHOR]

Copyright of Brazilian Journal of Education, Technology & Society (BRAJETS) / Cadernos de Educação Tecnologia e Sociedade (CETS) is the property of Brazilian Journal of Education, Technology & Society - BRAJETS and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

With the development of the field of positive psychology, research on how positive concepts of human nature predict mental health has become widespread. A concept that explain positive mental health development is flourishing. This study examines the mediating role of forgiveness in the relationship between belongingness and flourishing among university students. A total of 381 university students (211 females and 170 males, Mage = 21.12 ± 2.23) participated in the study and completed the Flourishing Scale, General Belongingness Scale, Heartland Forgiveness Scale, and Personal Information Form. Hayes (2018) developed Model 4 within the SPSS macro PROCESS v4 to examine the mediating role of forgiveness between belongingness and flourishing. The results of the research model indicated a significant and positive link among belongingness, forgiveness, and flourishing. According to the research model, belongingness is predicted to flourish through the partial mediation of forgiveness. These findings indicate that belongingness improves university students' forgiveness, thereby enhancing their flourishing. In addition, belongingness helps university students flourish. In the Discussion and Conclusion section, explanations related to the research findings, limitations of the study, and suggestions for future research were provided. [ABSTRACT FROM AUTHOR]

Basharat Peer's Curfewed Night (2008) is a perspicacious commentary on the violence, exile and dispossession that have wrecked the lives of ordinary Kashmiris since 1947. Peer compellingly ruminates on the gradual loss of the Kashmiris' belongingness in the last few decades that eventually curtailed their sense of individual and collective selfhood. The present article aims to analyse how Peer's memoir emerges as a crucial intervention in focusing on the othering of Kashmiris in postcolonial India. This article will examine how Peer's personal story shapes his creative expression of homeland and uncovers the gradual stymieing of Kashmiri Muslim citizenship and identity under Indian statehood, perhaps most alarmingly manifested in the abrogation of Article 370 in 2019. This article will look at how Peer's narrative interrogates the predominating imaginations of Kashmir as the other in the pan-Indian psyche and engages with the inherent "ambivalence" of the nationalist discourse of India. Accordingly, the article will also study how Peer positions Kashmir as a "heterotopic space" that transcends any form of monolithic comprehension. In so doing, Peer's memoir emerges as an alternative and autoethnographic chronicling of the Kashmir story undercutting the dominant assumptions, reinforced by the Indian nationalist project. Pertinently, the concepts of "ambivalence" and "heterotopia" are drawn from the theoretical perspectives of Homi Bhabha and Michael Foucault, respectively. [ABSTRACT FROM AUTHOR]

• Our goal was to advance critical suicidology by bringing youth's voices into research. • Participants conceptualize belongingness and burdensomeness consistent with the IPTS. • New conceptualizations highlight the unique sociocultural views of participants. • Including a diverse population in suicide research strengthens theoretical frameworks. • Relevant theoretical frameworks will aid clinical practice and intervention research. Guided by the Interpersonal Theory of Suicide (IPTS), this study aims to understand the applicability of the constructs of belongingness and burdensomeness and their relevance to suicide risk and mental health among ethnocultural minoritized youth. A qualitative exploratory study was conducted using five focus groups with 29 self-identified Latinx and Black adolescents aged 13–17 years to explore the meaning they ascribed to belongingness and burdensomeness. Views of social media related to these constructs were also explored. Template analysis was used to analyze the data. Themes highlighted dimensions such as caring, self-worth, and liability, congruent with the IPTS dimensions of belongingness and burdensomeness. Notably, new themes emerged reflecting the distinctive experiences of these populations, such as the importance of being true to themselves, the burden of not belonging to families, and cultural aspects of liability, highlighting dimensions not found in the existing IPTS theoretical constructs. Consideration of the diverse experiences of ethnocultural minoritized youth can strengthen theoretical constructs, clinical practice, and aid in developing intervention strategies to increase protective factors and decrease risk factors for suicide behaviors relevant to such youth. [ABSTRACT FROM AUTHOR]

In an increasingly diverse world, understanding young adults' intergroup prosocial behavior toward diverse others may inform ways to reduce intergroup conflict and cultivate an equitable and inclusive society. The college years are often the first time that young adults begin to explore their social identities and intergroup relations independently from their parents. Thus, we focused on college students and examined social dominance orientation, social positions, prosocial obligation, and the sense of belongingness in relation to their intergroup prosocial behavior across four domains (i.e., age, gender, race/ethnicity, and department affiliation). Participants were 1163 young adults aged 18–24 years (63.2% females, 34.5% males, and 2.3% gender diverse; 50.7% White, 19.6% Latino, 25% Asian, 2.3% Black) from a large public Southwestern university. Four profiles of intergroup prosocial behavior (self-serving, altruistic, selfish, and reverse ethnic racial bias) were identified and they were differentially related to the social, cognitive, and contextual correlates we examined. Overall, findings highlighted the need to foster intergroup prosocial behavior and the benefits of intergroup prosocial behavior to young adults' sense of belongingness. [ABSTRACT FROM AUTHOR]

Introduction.: The aim of this study was to adapt and validate the Belongingness Scale-Clinical Placement Experience (BES-CPE) for Doctor of Physical Therapy (DPT) students in the United States. Review of Literature.: Belongingness is vital to one's mental, emotional, and physical health. Research has shown that belongingness is positively correlated with students' academic performance and achievement. An absence of belongingness may hinder students' full participation in clinical experiences and compromise clinical achievement. Subjects.: Respondents were current or former DPT students at least 18 years of age who had either completed the midterm evaluation of their final terminal full-time clinical education experience (TCE) in their DPT program or were no more than 1 year from the completion of their final TCE. Methods.: The BES-CPE was adapted for DPT students, and the scale was completed electronically by those who met the inclusion criteria. Principal component analysis with promax rotation and Cronbach's α were used to determine construct validity and reliability. Results.: One hundred fifty-nine respondents completed all items on the BES-CPE and demographic survey. A 3-component structure was identified (esteem, connectedness, and efficacy), which was aligned to the original BES-CPE scale. One item was discarded, and the final version of the BES-CPE for DPT students is a 33-item scale with satisfactory internal consistency. Discussion and Conclusion.: This study adapted and provided evidence for validity of the first known scale to measure belongingness in DPT students during their clinical education experiences (CEEs) in the United States. The 33-item BES-CPE provided valid and reliable measures of belongingness in DPT students during CEEs that can be used to provide a better understanding of the student experience in the clinical learning environment. [ABSTRACT FROM AUTHOR]

Sense of belongingness in the academic environment has been associated with positive student outcomes and increased student success. To cultivate belongingness, graduate nursing students were invited to participate in a virtual fitness challenge. Sense of belongingness was measured through pre-(n = 103) and post-intervention (n = 64) surveys with three subscales: other students, faculty, and the university. Students reported improved sense of belongingness following the intervention for all subscales, with statistically significant improvements related to other students (p = .007) and the university (p = .023). A virtual fitness challenge may improve sense of belongingness among graduate nursing students. [ABSTRACT FROM AUTHOR]

Background Nationally, underrepresented minorities represent a significant proportion of the first-generation student population. These students also tend to report lower levels of belongingness compared to their peers, which may impact their wellness and be an important factor in their academic success. This study aimed to explore whether status as a first-generation student was associated with belongingness amongst medical students. Methods In 2019, a previously validated 16-item survey was used to examine potential disparities in belongingness amongst groups of first-generation medical students. Differences between groups were assessed using a Mann-Whitney U-test for each individual item and three composite groupings of items regarding social belonging, academic belonging, and institutional support. Results First-generation to college and first-generation to graduate school students reported lower belongingness across most individual items as well as in all three composite groups. Conclusions Given that peer relationships and institutional support play an important role in medical student belonging, these findings represent an opportunity to address the specific needs of individuals from underrepresented groups in medicine. Doing so can support the academic and professional success of first-generation students and help close the diversity gap in medicine.

Few studies have focused on the conditions in which individuals perceive hypocrisy in others. The current study introduces and tests the Motivated Appeal to Hypocrisy (MAtH) hypothesis. This hypothesis examines core social psychological motivational threats and asks (a) whether these are related to the accounts of individuals in charging others with hypocrisy, and (b) whether these perceptions of hypocrisy are associated with reductions in the persuasiveness of persons targeted as hypocrites. Study 1 (N=201) was based on qualitative coding of stories and revealed, as expected, that violations of core social motives involving belongingness, understanding, control, self-enhancement, and trust are involved in participants’ stories of hypocrisy. Study 2 (N=237) used a multilevel correlational approach and demonstrated that violations of core social motives significantly predict perceptions of hypocrisy and the rejection of a person’s message or advice. The relation between social motive violations and message rejection was mediated by perceptions of hypocrisy.

Searching for belonging is the transformative individual process of developing connections, making homes and hoping in the ecologies of a community. Belongingness influences academic performance, confidence and well-being. Therefore, understanding how students embody and search for belongingness in their higher education experience provides insights into student agency during their learning and development. Through an arts-based method - photography - we facilitated postgraduate students' reflections on their higher education experience at a UK university during the Covid-19 pandemic. This method decentres the dominant role of (usually English) language in producing knowledge about student experience. Our findings suggest that belonging is constructed through a liminal space of making embodied, material, affective, aesthetic and mental connections to a new environment and is grounded in the humanistic endeavour of being a connected person at a place. The students' photographic insights about belonging are not confined by essentialist boundaries of their nationalities or student status, which might be foregrounded in the existing narratives about ('international') students and their experience in UK higher education. Instead, they reflect a humanistic, holistic sense making of students' experience, in which the students are evident as agentive, confident, and capable of home-making and searching for belonging. [ABSTRACT FROM AUTHOR]

Memories of rejection contribute to feeling lonely. However, high-quality listening that conveys well-meaning attention and understanding when speakers discuss social rejection may help them to reconnect. Speakers may experience less loneliness because they feel close and connected (relatedness) to the listener and because listening supports self-congruent expression (autonomy). Five experiments (total N = 1,643) manipulated listening during visualized (Studies 1, 4, 5) and actual (Studies 2, 3) conversations. We used different methods (video vignettes; in-person; computer-mediated; recall; written scenarios) to compare high-quality with regular (all studies) and poor (Study 1) listening. Findings across studies showed that high-quality listening reduced speakers' state loneliness after they shared past experiences of social rejection. Parallel mediation analyses indicated that both feeling related to the listener and autonomy satisfaction (particularly its self-congruence component; Study 5) mediated the effect of listening on loneliness. These results provide novel insights into the hitherto unexplored effect of listening on state loneliness. [ABSTRACT FROM AUTHOR]

There is a dearth of research about Latinx LGBTQ + youth's experiences with family belonging. To address this gap in the literature, this phenomenological study explored the experiences of eight Latinx LGBTQ + youth as they relate to belonging within a familial context. Five themes were identified: (a) definitions of belonging and the importance of belonging to family, (b) family rejection/fear of rejection, (c) culture of queer invisibility, (d) divergent experiences among non-parental family members, and (e) resilience. This article presents the themes as they relate to Latinx LGBTQ + young people's experiences of family belonging and discusses implications for future research and practice. [ABSTRACT FROM AUTHOR]

Copyright of IUL Research is the property of IUL - Universita Telematica degli Studi and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This study examined belongingness as it related to academic achievement. The need for research in this area derives from a sense of urgency and commitment to advocate for academically struggling African-American males with the hope that they will graduate high school in a timely manner. This study utilized the perspectives of 12 African-American male students participating in a predominately African-American choral program for at least two years of their high school careers. The researchers explored the relationship between a choral music program, belongingness, and students' academic success. The goal was to identify a strategy that will support African-American males socially and academically in educational settings. The focus of this phenomenological research was to provide a first-person account by those people who have a direct experience with the phenomenon. The study revealed that choir participation may have a positive impact on academic achievement. [ABSTRACT FROM AUTHOR]

Refugees lose their networks and support systems on their journey from their home country. In addition, they may experience torture, trauma, and socio‐economic hardship. A critical question concerning refugee wellbeing is how refugee belonging, inclusivity, and community connectedness can be better understood, strengthened, and promoted. In this article, we discuss how members of the Tamil Seniors Group, supported by the NSW Service for the Treatment and Rehabilitation of Torture and Trauma Survivors (STARTTS), develop social networks in Australia. Based on two focus group discussions, this article analyses their experiences through the intersection of age and gender to elucidate the challenges and affordances of networking and establishing social relations in Australia.

To forage efficiently, animals should selectively attend to and remember the cues of food that best predict future meals. One hypothesis is that animals with different foraging strategies should vary in their reliance on spatial versus feature cues. Specifically, animals that store food in dispersed caches or that feed on spatially stable food, such as fruits or flowers, should be relatively biased towards learning a meal's location, whereas predators that hunt mobile prey should instead be relatively biased towards learning feature cues such as odor or sound. Several authors have predicted that nectar-feeding and fruit-feeding bats would rely relatively more on spatial cues, whereas closely related predatory bats would rely more on feature cues, yet no experiment has compared these two foraging strategies under the same conditions. To test this hypothesis, we compared learning in the frugivorous bat, Artibeus jamaicensis , and the predatory bat, Lophostoma silvicolum, which hunts katydids using acoustic cues. We trained bats to find food paired with a unique and novel odor, sound, and location. To assess which cues each bat had learned, we then dissociated these cues to create conflicting information. Rather than finding that the frugivore and predator clearly differ in their relative reliance on spatial versus feature cues, we found that both species used spatial cues over sounds or odors in subsequent foraging decisions. We interpret these results alongside past findings on how foraging animals use spatial cues versus feature cues, and explore why spatial cues may be fundamentally more rich, salient, or memorable. [ABSTRACT FROM AUTHOR]

The purpose of this research was to explore how individual students within different forms of higher education campuses experience their campus climate and hold different levels of belongingness and thriving, and to examine the relationship between thriving and belongingness. The Comprehensive Inventory of Thriving (CIT) and the General Belongingness Scale (GBS) were utilized to examine students' psychological well-being, achieved sense of belongingness, and level of thriving attained in their higher education campus climate. Purposive, convenience, and snowball sampling methods were used to recruit participants. Online surveys were distributed for data collection. Correlational analyses were run to explore the relationship between thriving and belongingness, and additional analyses were run on the individual dimensions described within the CIT to explore the relationship between each dimension and the GBS. The results of this research are suggestive of the dimensions of Mastery and Meaning having a direct impact on student belongingness in higher education. [ABSTRACT FROM AUTHOR]

We explore whether staging (a combination of symbols, drawings, paintings, and re-creating action using Playmobil figures) used as a communicative activity of shared experiences influences the sense of fellowship. This study is part of a combined research and development project, and the findings are canalised back into the daily work. The assistants are interviewed, and the data are analysed in a coding process. We found that (1) 'being confident' is important for belongingness. Staging supports a shared understanding and a shared feeling of belonging. We also found that (2) developing a shared repertoire of concepts is possible when staging, and this scaffolds the fellowship. However, the concepts and the communication must (3) be meaningful to all parties. One does not take part in communication without meaning, and when one does not participate, one is not part of the fellowship. Staging enabled Magne, the main person in this study, to express himself better. Moreover, when discussing a shared experience with the personal assistants, Magne seemed to communicate well and showed signs of belonging. We conclude that communication about shared activities and experiences leads to interest and engagement and fosters a shared feeling of 'doing something together' and being part of a fellowship. [ABSTRACT FROM AUTHOR]

The purpose of this article is to describe adult learners' sense of belonging when studying remotely in Malaysia. The methodology of the research involved carrying out in-depth interviews with twelve adult learners studying in a distance education institution to uncover their sense of belonging. The collected data was then analysed with Nvivo Version Twelve. The results showed that the annual campus meeting, the e-Learning platform and peer support all contributed significantly to the learners' feeling of belonging in their distance-learning programmes. Nevertheless, these findings do not imply absolute belongingness, because their sense of belonging was observed alongside their sense of isolation amongst their peers in distance-education programmes. [ABSTRACT FROM AUTHOR]

Searching for belonging is the transformative individual process of developing connections, making homes and hoping in the ecologies of a community. Belongingness influences academic performance, confidence and well-being. Therefore, understanding how students embody and search for belongingness in their higher education experience provides insights into student agency during their learning and development. Through an arts-based method – photography – we facilitated postgraduate students’ reflections on their higher education experience at a UK university during the Covid-19 pandemic. This method decentres the dominant role of (usually English) language in producing knowledge about student experience. Our findings suggest that belonging is constructed through a liminal space of making embodied, material, affective, aesthetic and mental connections to a new environment and is grounded in the humanistic endeavour of being a connected person at a place. The students’ photographic insights about belonging are not confined by essentialist boundaries of their nationalities or student status, which might be foregrounded in the existing narratives about (‘international’) students and their experience in UK higher education. Instead, they reflect a humanistic, holistic sense making of students’ experience, in which the students are evident as agentive, confident, and capable of home-making and searching for belonging.

Introduction: Group memberships play an important role in promoting psychological well-being and supporting social functioning. However, studies suggest that individuals with social anhedonia, a characteristic defined by limited pleasure from social bonds, may show abnormalities in their desire to cultivate positive feelings, such as belongingness, from social groups. Still, these abnormalities have not been studied in the context of intergroup processes, leaving the relation between social anhedonia and subjective evaluations of group memberships unclear. Methods: Across three studies (Ns = 124-659), we examined associations between social anhedonia and affective and cognitive attitudes about different types of ingroups and outgroups using self-report and behavioral measures. Results: Taken together, results indicate that social anhedonia is associated with less positive and more negative feelings and beliefs about most ingroups and outgroups from everyday life, as well as negatively biased stereotyping of many prominent social groups. At the same time, individuals with either extremely high or low levels of social anhedonia did not report significantly different intergroup attitudes when group memberships were experimentally manipulated in a minimal group setting. Discussion: Overall, these findings suggest that social anhedonia is associated with less positive and more negative subjective evaluations of long-established, real-world ingroups, but not of a newly formed ingroup that requires little motivation or social engagement to maintain group membership. Aberrant feelings and attitudes toward one's ingroups are consistent with the theory that social anhedonia is related to anomalies in the need to belong within social groups from everyday life and could inform psychosocial interventions for related psychopathologies. [ABSTRACT FROM AUTHOR]