Internationale studenten zijn van belang voor hogeronderwijsinstellingen, internationale klaslokalen en de Nederlandse economie. Maar internationale studenten worden vaak geconfronteerd met diverse praktische moeilijkheden en het wennen aan een nieuwe omgeving. Ook blijkt uit de jaarlijkse Studentenwelzijnsmonitor van Inholland dat internationale studenten gemiddeld een lager gevoel van sense of belonging hebben dan Nederlandse studenten. Voor studenten is sense of belonging belangrijk omdat het positief verband houdt met studiesucces, studievoortgang en negatief verband houdt met studieuitval. Sense of belonging gaat over het diepgaande emotionele gevoel van verbondenheid, thuis voelen en jezelf kunnen zijn. Dit zijn universele basisbehoeften van de mens die bij vervulling een positief effect hebben op iemands mentale en fysieke welzijn. Uit intern onderzoek blijkt dat de sense of belonging onder de internationale studenten laag is en correleert met het welzijn en de betrokkenheid van de studenten. International Office van Inholland heeft behoefte aan meer informatie over waarom de sense of belonging van de internationale studenten laag is en wat zij eraan kunnen doen om dit te verbeteren. In deze studie is gekeken naar de behoeften, ervaringen en opbrengsten die hebben bijgedragen aan de sense of belonging van internationale studenten en wat Inholland hierin kan betekenen. Er zijn 21 kwalitatieve interviews gehouden met internationale studenten van verschillende opleidingen en Inholland-locaties. Er is gebruik gemaakt van een semigestructureerde interviewguide.
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The influx of migrants in Western Europe raises questions about the potential of leisure spaces and activities to support processes of social inclusion and to allow migrants to develop a sense of belonging. Discussions are ongoing about how this potential is realised or not. In this paper, I propose that the perspective of leisure activities as ritual may help to untangle how leisure spaces and practices build solidarity and a sense of belonging. The paper draws on interviews with Polish migrants to the Netherlands about leisure activities they undertake. Specifically, the paper will examine dance clubs as spaces and going out as activity in which migrants enter into contact with locals. It will show how these spaces and activities ultimately fail as potential sites for developing a sense of belonging.
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When examining enrollment and graduation grades, higher education remains less accessible for first-generation students. Dutch first-generation students are also less likely to attend honors talent programs. However, not much is known what is driving these effects. First-generation honors students might face identity-related and psychological challenges, such as identity incompatibility, which is associated with low levels of sense of belonging and self-efficacy. This study investigates what identity-related psychological obstacles first-generation students experience in honors talent programs through three studies using a mixed-method approach. Results showed that psychological identity factors are obstacles for first-generation students in honors talent programs, though these obstacles vary over time. First-generation students in honors talent programs experience more identity incompatibility than their continuing-generation peers. However, identity incompatibility does not influence their reasons for not participating in honors programs; instead, (lack of) self-efficacy does. Moreover, quantitative data showed that higher levels of identity incompatibility before and during the honors talent program relate to lower levels of (anticipated) sense of belonging and self-efficacy. However, the qualitative part of the study showed that students generally report relatively high levels of sense of belonging and self-efficacy in the honors talent program. Together, these results show that even though the honors talent program can be a warm and welcoming safe space for first-generation students, there also is a need for honors educators in The Netherlands and abroad to become more aware of the struggles of first-generation students and actively invest in recruiting and supporting this group of students in honors talent programs.
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Ontdek tijdens deze interactieve sessie hoe je als mbo-docent praktische en direct inzetbare pedagogische methoden kunt gebruiken om het gevoel van verbondenheid en inclusiviteit in je klas te vergroten. Gezien de uitdagingen rond studentveiligheid en motivatie, biedt deze bijeenkomst waardevolle handvatten om een veilige en plezierige leeromgeving te creëren.
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Supplemental Instruction (SI) is a form of structured peer guidance attached to a specific course, provided by an experienced and trained student to a group of students. Previous studies show a positive effect of SI on learning outcomes, some found effects on well-being, and sense of belonging. However, literature on SI lacks randomized controlled trials and does not fully address the risk of self-selection bias. The current study tested whether SI has an effect on grades, mental well-being, and sense of belonging with a pre-registered randomized field experiment and a sample of 493 Dutch first-year students. Students who were offered SI obtained significantly higher grades (d = 0.26) but did not score significantly different on mental well-being or belonging.
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The COVID-19 pandemic has forced higher education (HE) to shift to emergency remote teaching (ERT), subsequently influencing academic belonging and social integration, as well as challenging students' engagement with their studies. This study investigated influences on student engagement during ERT, based on student resilience. Serial mediation analyses were used to test the predictive effects between resilience, academic belonging, social integration, and engagement.
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Student burnout is raising an increasing amount of concern. Burnout often leads to psychosocial problems and drop-out. In this study multiple regression analysis was used to examine the impact of performance pressure, loneliness, and sense of belonging on the underlying dimensions of burnout in 3,134 university students in the Netherlands. Results suggest that sense of belonging could be targeted as a way to enhance student wellbeing, in order to improve the ability to cope with the high demands in student life and the prevention of burnout.
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Property sharing is one of the most prominent examples of the rapidly expanding sharing economy. Travelers around the world often opt to stay at a stranger's apartment instead of any other tourism accommodation. Trust is essential in this choice, because staying with, or taking in, strangers can entail great risks. To create trust between users, sharing platforms often promote a sense of community. However, the relation between sense of community and trust in the sharing economy is still largely unknown. To investigate this relation, both hosts and guests of two sharing platforms, namely Airbnb and SabbaticalHomes, were surveyed. The findings indicate that sense of community indeed enhances trust between users. Moreover, the evidence suggests that hosts have a stronger sense of community than guests. Also, a significantly higher sense of community was found on the platform where identification between users is higher. This study shows that affect for the community contributes to the understanding of trust in the sharing economy.
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This article focuses on the multiple feelings of belonging that refugee-background youngsters experience toward their country of origin (Syria)and their city of resettlement (Rotterdam). The conceptual framework of Antonsich is used to examine how personal and social dimensions shape their belonging. Based on interviews and photo-elicitation with 19 young people, this study shows that the feeling of belonging toward Syria is presented as a natural given, whereas the feeling of belonging toward Rotterdam developed over time, shaped by increasing familiarity and normalcy. Although exclusion is experienced incidentally, this does not greatly hinder youngsters’ sense of belonging toward Rotterdam.
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Purpose. To provide an overview of factors influencing the sense of home of older adults residing in the nursing home. Methods. A systematic review was conducted. Inclusion criteria were (1) original and peer-reviewed research, (2) qualitative, quantitative, or mixed methods research, (3) research about nursing home residents (or similar type of housing), and (4) research on the sense of home, meaning of home, at-homeness, or homelikeness. Results. Seventeen mainly qualitative articles were included. The sense of home of nursing home residents is influenced by 15 factors, divided into three themes: (1) psychological factors (sense of acknowledgement, preservation of one's habits and values, autonomy and control, and coping); (2) social factors (interaction and relationship with staff, residents, family and friends, and pets) and activities; and (3) the built environment (private space and (quasi-)public space, personal belongings, technology, look and feel, and the outdoors and location). Conclusions. The sense of home is influenced by numerous factors related to the psychology of the residents and the social and built environmental contexts. Further research is needed to determine if and how the identified factors are interrelated, if perspectives of various stakeholders involved differ, and how the factors can be improved in practice.
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