Sense of Belonging and Perceptions of Learning in an Introductory College Course

A sense of belonging (SB) – the feeling of deep connection with social groups, places, and experiences – has been described as a fundamental, pervasive need among humans (Allen et al., 2021; Baumeister & Leary, 1995). SB, and lack thereof, predicts myriad mental, physical, social, and economic outcomes. Belonging is a complex, multidimensional concept with a breadth of research across disciplines. It has been applied to school contexts in association with academic and psychosocial outcomes. The researcher partnered with an undergraduate course at The Claremont Colleges, and administered electronic surveys at two time points of the course. Students' sense of school and class belonging and perceptions of learning were measured through abridged and adapted versions of the Psychological Sense of School Membership (PSSM); Motivated Strategies for Learning Questionnaire (MSLQ); and Student Perceptions of Learning and Teaching questionnaire (SPLTQ). Limited conclusions may be drawn due to the study’s small sample and observational nature. No significant differences were found between T1 and T2 for school belonging, class belonging, learning strategies, or perceptions of the class. Mean school belonging was correlated with mean class belonging; mean MSLQ was correlated with mean SPLTQ; and mean school belonging was negatively correlated with difference in learning task performance. The interactions between daily classroom practice, student backgrounds, and student perceptions of belongingness and learning are infinitely nuanced. Yet, the importance of sense of belonging to student success and well-being requires comprehensive, intentional study of these interactions. Deep mixed-method study in localized contexts is necessary to comprehensively understand SB and student academic attitudes with the goal of creating inclusive and empowering learning environments for all.