Student Connectedness Research Articles

Connectedness of Malaysian Students in Indonesia Through Social Media

This research identifies the motivation behind the connection between Malaysian students studying at the Faculty of Da'wah and Communication at UIN Sunan Kalijaga Yogyakarta through social media. This research aims to provide recommendations to strengthen positive cooperation in the field of education between Malaysia and Indonesia. Although much research has been conducted on the Malaysian diaspora, this paper is novel by highlighting a specific aspect of the subject that rarely receives attention, namely the diaspora who are still students. Using a case study approach, the qualitative research method uses interviews as a data collection tool based on the Uses and Gratification theory. The research results show that Malaysian students are connected through social media with several motivations, such as diversion, personal relationships, personal identity, and surveillance. They use social media as an escape through culinary content, a means of sharing recommendations for tourist attractions, strengthening religious and national identity, and monitoring current conditions in both Indonesia and Malaysia.

Behavior Management Approaches and Teacher- Student Connectedness: A Quantitative Investigation

This study aimed to determine the influence of behavior management approaches on teacher-student connectedness among public elementary school teachers at Jesus V. Ayala Elementary School, Binugao District, Davao City Division. Fifty students were identified using the universal sampling method. The study utilized a descriptive-correlational design, employing two survey questionnaires focused on behavioral management approaches and teacher-student connectedness for data collection. Statistical tools used included mean, Pearson r, and regression analysis. Results indicated that the level of behavioral management approach was high in the democratic approach and preventive approach, and moderate in assertive discipline and intervention approaches. Regarding teacher-student connectedness, levels were moderate in individualized personal interaction and support, and high in empathy and perspective taking. The findings also revealed a strong significant relationship between behavioral management approach and teacher-student connectedness (p < .05). Furthermore, democratic approach, assertive discipline approach, preventive approach, and intervention approach significantly influenced teacher-student connectedness. Specifically, for every unit increase in these domains of behavioral management approach, teacher-student connectedness increased by 1.908, holding other factors constant. Based on these findings, the study recommends that teachers engage in continuous professional development focused on adaptive behavior management strategies to effectively support student behavior and maintain a positive classroom atmosphere, thereby fostering a conducive learning environment for all.

Beyond the model minority myth: Student–counselor interactions and college enrollment of Asian American students

AbstractDue to the model minority myth, scant attention has been given to the college preparation of Asian American (AA) students. Using the national sample of High School Longitudinal Study of 2009–2013, this study examined associations among student–counselor interactions, school connectedness, and college enrollment of AA students. The results of the structural equation modeling indicated that school connectedness fully mediated the association between student–counselor interactions and college enrollment. The findings from the current study suggest that when AA students interact with school counselors in the 9th grade, they tend to feel more connected to their school, which, in turn, leads to increased college enrollment decisions in the 12th grade. Implications for helping professionals in schools are discussed.

I’ll Be There for You: Generating Sustained Student Connectedness from the Beginning

This study examines the efficacy of a redesigned induction session to enhance and sustain student connectedness, addressing ongoing concerns relating to student isolation. We socially engineered the group formation process prior to students undertaking a group activity at undergraduate Business induction sessions. The intention of the activity was for students to collaboratively problem-solve components of the university experience, learn where to seek information and develop connections with peers from day one of their university experience. Our analysis confirms that the social engineering of groups based on similar interests enabled students to establish more sustained peer connections compared with random assignment, and students are generally more satisfied with their induction. These findings have practical implications for universities, which are accepting and enrolling a greater variety of students as they aim to widen participation.

Teaching the mana model—a Māori framework for reconceptualising student success and thriving

This article explores how schools and educators can create learning environments that foster the innate mana of students. Mana is a concept that comes from a Māori worldview and refers to a person’s sense of authority, influence, self-efficacy, purpose, pride, and belonging. The mana model contends that student thinking, behaviour, and wellbeing are motivated by the desire to achieve a sense of mana. The mana model explains how student connectedness, belonging to place, cultural identity, academic efficacy, and willingness to develop diverse academic, cross-cultural, social, and psychological competences are crucial foundations for learning and should be central to learning environments, teaching pedagogy, and practice.

Presence and (dis)connectedness – the influence of smartphones usage on human–nature and human–human interactions in outdoor studies

Interactions between students and nature and students and their peers are central to learning processes in outdoor studies programs. This paper draws on symbolic interactionist social theory to interpret participants’ experiences of smartphone usage and its impact on human–nature and human–human interactions. The findings are derived from a collective case study using semi-structured interviews with educators and focus group interviews with students enrolled in outdoor studies programs in Norway. Two primary themes were identified through reflexive thematic analysis: perceptions of nature and attentiveness to peers. Each of these themes illustrates the fluctuating presence and (dis) connectedness of students and the implications of this for learning out-of-doors. On the one hand, the findings suggest that the use of smartphones reduces students’ sensory perception of nature and their attentiveness to interactions with their peers. On the other hand, smartphones and their access to online networks can contribute to the continuity of learning experiences between indoor and outdoor learning, as well as beyond the formal learning environment. Taken together, this inquiry offers new insights into the challenges of tertiary level teaching and learning outdoors in spaces that are mediated (at times) by interactions with smartphones and associated media infrastructures.

School Connectedness and Academic Self-Efficacy During Pandemic Learning: A Mixed-Methods Study of Middle School Students’ Science Experiences

The COVID-19 pandemic resulted in dramatic changes to the experiences of school for young people around the world as youth and adults navigated changes to instructional format and means of engaging in teaching and learning. School connectedness during the pandemic served a potentially protective role for adolescents during this uncertain time. In this study, we investigate students’ ( n = 64) experiences of connectedness with their teachers and peers and examine how students’ perceptions of belonging relate to their science self-efficacy. We draw on mixed-methods with students at two middle schools using dramatically different instructional approaches. These multiple data sources provide insight into the importance of building and sustaining relationships and connectedness for students’ self-efficacy, specifically during the COVID-19 pandemic and beyond. Connectedness to one’s science teacher was the strongest predictor of science self-efficacy, and qualitative data describe how connectedness was fostered even when typical approaches were unavailable.

Cultivating connectedness and elevating educational experiences for international students in blended learning: reflections from the pandemic era and key takeaways

PurposeThis paper aims to explore the significance of videoconferencing in blended learning, using the technology acceptance model to investigate students’ perceptions and its impact on course engagement, student satisfaction and future technology use intention. In addition, it examines the role of teacher support in fostering interactive virtual learning experiences.Design/methodology/approachThis study focuses on a cohort of international students regarding blended courses amid the COVID-19 pandemic when the conventional face-to-face components were substituted with virtual classrooms through videoconferencing. It aims to investigate how to facilitate connectivity between Southeast Asian students and their professors located in a Southern state in the USA.FindingsThis study reveals that the perceived usefulness of videoconferencing predicts future intention to use, emphasizing the vital role of teacher support in engaging students in virtual classrooms and contributing to student satisfaction.Research limitations/implicationsThe small sample of international students in blended courses with an American university during the COVID-19 pandemic may limit the generalization of the findings.Practical implicationsVideoconferencing can be a valuable tool to enhance connectedness in digital learning post pandemic.Social implicationsVideoconferencing in blended learning can bridge geographical barriers and provide access to diverse learners who might otherwise have limited educational opportunities.Originality/valueThis study supports the integration of videoconferencing as a mechanism for providing high-quality digital learning experiences.

The Mediating Effect of Classroom Management Strategies of Teachers on the Relationship Between School Connectedness and Academic Resilience of High School Students

This study determined the mediating effect of classroom management strategies of teachers on the relationship between school connectedness and academic resilience of high school students particularly the senior high school students of Sto. Tomas National High School, Davao del Norte Division. The descriptive-correlational research design was utilized in this study with a sample size of 300 senior high school students. Sets of adapted survey questionnaires were used in obtaining data from the respondents which were subjected for content validity and reliability analysis. The data were analyzed using the Mean, Pearson-r, Multiple Regression Analysis, and Medgraph using Sobel z-test. The results revealed that the levels of classroom management strategies of teachers, school connectedness, and academic resilience of high school students are evident most of the time. Moreover, significant relationship existed between these variables. A strong association between classroom management strategies and academic resilience also exist, thus the two variables show significant relationship between them. The study also suggests that classroom management strategies significantly mediates the relationship between school connectedness and academic resilience of the students.

The Impact of Personality on College Student Connectedness, Course Satisfaction, and Mental Well-Being

The adaptability of college students during the academic paradigm shift caused by the COVID-19 pandemic is important to investigate in order to understand how we can encourage positive and healthy experiences for students. This study focused on analyzing the relationships between personality traits (extroversion, openness to experience, shyness) and college connectedness, course satisfaction, mental well-being, and desire to be more connected to college. Participants included 209 randomly selected students aged 18 years or older recruited from a community college in the Midwest. Participants completed a 150-item self-report survey in March 2022 that assessed the variables using standardized measures. As expected, correlational analyses found that extraversion had a significant positive relationship with college connectedness and mental well-being. However, we did not find significant relationships between extraversion and course satisfaction or desire to be more connected. Consistent with our hypothesis, openness had a significant positive correlation with each of the variables but was assessed cautiously due to a low alpha level. As expected, shyness had a significant negative correlation with college connectedness, course satisfaction, and mental well-being-being, but not with desire to be more connected. In studying personality as a static trait, we can better understand that extraverted, open, and shy individuals tend to maintain levels of college connectedness, satisfaction, and mental well-being even when unexpected turmoil (e.g., a pandemic) occurs. Future research can investigate how educators can adjust the culture of their courses to accommodate personality variation among students and develop personality-specific ways to strengthen the adaptability of college students.

Impact of the citizen science project COLLECT on ocean literacy and well-being within a north/west African and south-east Asian context.

Plastic pollution is both a societal and environmental problem and citizen science has shown to be a useful tool to engage both the public and professionals in addressing it. However, knowledge on the educational and behavioral impacts of citizen science projects focusing on marine litter remains limited. Our preregistered study investigates the impact of the citizen science project Citizen Observation of Local Litter in coastal ECosysTems (COLLECT) on the participants' ocean literacy, pro-environmental intentions and attitudes, well-being, and nature connectedness, using a pretest-posttest design. A total of 410 secondary school students from seven countries, in Africa (Benin, Cabo Verde, Côte d'Ivoire, Ghana, Morocco, Nigeria) and Asia (Malaysia) were trained to sample plastics on sandy beaches and to analyze their collection in the classroom. Non-parametric statistical tests (n = 239 matched participants) demonstrate that the COLLECT project positively impacted ocean literacy (i.e., awareness and knowledge of marine litter, self-reported litter-reducing behaviors, attitudes towards beach litter removal). The COLLECT project also led to higher pro-environmental behavioral intentions for students in Benin and Ghana (implying a positive spillover effect) and higher well-being and nature connectedness for students in Benin. Results are interpreted in consideration of a high baseline in awareness and attitudes towards marine litter, a low internal consistency of pro-environmental attitudes, the cultural context of the participating countries, and the unique settings of the project's implementation. Our study highlights the benefits and challenges of understanding how citizen science impacts the perceptions and behaviors towards marine litter in youth from the respective regions.

The Influence of Social Connectedness Stimulation on Prosocial Behavior Based on Hierarchical Linear Model-Taking Universities in Guangxi, China as an Example

The results of the study indicate that the more social support a student gets, the higher the interpersonal trust, the more harmonious interpersonal relationship, and the higher the willingness to conduct prosocial behavior. The objective of this study is to examine the sense of social connectedness (SSC) and prosocial behavior (PB) of students in Guangxi higher education institutions in China and to further understand the factors influencing PB of students in higher education. In this study, a total of 1,007 students were sampled from eight Guangxi higher vocational schools through purposive sampling using questionnaires, of which 676 (67.1%) were male students and 331 (32.9%) were female students. This study further enriches self-determination theory by exploring the effects of teachers’ character, teaching behaviors, and social support on PB, using SSC as an intrinsic motivation. In addition, the study results revealed that SSC, perceived teacher character, teaching behaviors, and perceived social support (PSS) were positively related to students’ PB. SSC affects PB not only directly but also indirectly through the mediating role of perceived teacher character teaching behavior and perceived teacher support. Teacher character, teaching behaviors, and PSS also play a chain mediating role in the relationship between SSC and PB. Finally, this study provides strategies to optimize school character management for higher education students to meet their basic psychological needs and thus promote the production of PB.

Studying the influence of technology on the social connectedness of students: A hybrid university learning environment (HULE)

Student social connectedness is indicated to be changing as universities are becoming more digitalised. Although social connectedness is shown to have a significant influence on the learning process, little is understood about the relationship between student social connectedness and the hybrid university learning environment (HULE). This empirical study aims to develop understandings by exploring student social connectedness in a hybrid-style class at a Swiss university. The study applies theories of placemaking and socio-materiality to explore students’ self-reported and observed perceptions of individual social connectedness at the start of a university master’s level course. The qualitative study is conducted using questionnaire data and observational data collected over the first month of a new course starting in the Autumn semester. The findings indicate that although students favour flexibility to design their learning space, they require the appropriate tools and guidance in which to make effective decisions for their social connectedness. Understanding the correct implementation of co-design for the HULE is therefore deemed important to facilitate social connectedness, this is particularly necessary for the liminal space. These findings are preliminary as part of a larger research project and offer a basis for further research to be developed. This study offers an innovative perspective of the HULE based on student social connectedness, impacting the existing pedagogical approach for university courses.

ÜNİVERSİTE ÖĞRENCİLERİNİN PSİKOLOJİK SERMAYE SINIF BAĞLILIĞI VE OKULA YABANCILAŞMALARI ÜZERİNE NİTEL BİR İNCELEME

In this research, it is aimed to analyze the psychological capital, class connectedness and alienation of university students according to the views of students and instructors. According to the findings of the research conducted with the qualitative method, some of the factors that reduce the psychological capital of the students are; their concerns about the future, employment problems, and not knowing their profession. Some of the factors that increase their psychological capital are; students' positive future expectations, high motivation, self-confidence, physical endurance, communication power. According to the participants, some of the factors that reduce students' class connectedness are experiencing grouping, being closed to communication, finding people insincere, lack of joint activity; Some of the factors that increase students' classroom connectedness are being in different social environments, the effect of team sports, being friendly and learning from each other. According to the participants, some of the factors that reduce students' alienation from school are the belief in the benefits of the lessons, the equipment of the university, the management-instructor-student relationship; Some of the factors that increase the alienation of students from school are not choosing the department voluntarily, the location of the faculty to the campus, and the scarcity of social areas.

Online but Disconnected: Student Connectedness in Online Remote Learning i n Higher Education in New Zealand

New Zealand university students in the online learning environment may have feelings of disconnectedness, isolation, and suffer a lack of personal attention. Perhaps these universities are at a junction, where they can choose to offer students immersion into a virtual learning environment devoid of a physical presence, or a pathway which nurtures students’ learning in a hands-on, face-to-face, physical space. Understanding student online connectedness, or their sense of belonging with the online virtual learning environment, may help navigate a path through this junction as the emergence of online remote learning becomes commonplace in New Zealand. This article suggests that universities should foster a virtual place of learning by developing an online social presence and promote open communication between faculty and students, and between students and their peers. Students are more likely to value online courses that foster a high degree of connectedness, and they are more likely to complete these courses. In this article, online student connectedness is defined and tools to measure it are described. Strategies to promote student connectedness in the online learning environment are suggested, for example, comprising social media and social networking sites which facilitate communication and increase social presence.

The Mediating Effect of School Climate on the Relationship Between Classroom Management of Teachers and Student Connectedness

Student connectedness refers to students’ adhered assumptions that the people in their school genuinely care about their education and those students who feel connected to their school are more likely to engage in healthy behaviors and achieve educational success. This study determined the mediating effect of school climate on the relationship between classroom management of teachers and student connectedness of Senior High School students. It utilized quantitative non-experimental descriptive correlational research and applied the mediation analysis with 300 samples from Grade 12 students. It used a stratified random sampling technique. The statistical tools used in this study are Mean, Pearson R, and Path Analysis. The information was gathered from respondents using modified survey questionnaires which were subjected to content validity and reliability testing. The findings revealed that the manifestations of school climate, classroom management of teachers, and student connectedness of senior high school students are evident most of the time. Furthermore, there were significant interrelationships between these variables. The findings proved that the school climate on the relationship between classroom management of teachers and student connectedness of senior high school students has a partial mediation. Accordingly, the higher the teacher’s classroom management, the more connected the students are, and this positive relationship can be affected significantly by the mediating interventions of the school climate. Keywords: School Climate, Classroom Management of Teachers, Student Connectedness, Senior High School Students, Mediation Analysis

Wellbeing Convene during COVID-19: A pilot intervention for improving wellbeing and social connectedness for staff, students, residents, and faculty.

Canada is facing its worst crisis among healthcare workers in recent healthcare history. Anxiety, depression, suicidal ideation, and severe burnout are higher than before the COVID-19 pandemic. University Faculties of Medicine (FoMs) are vital to healthcare systems. Not only are they responsible for training personnel, but clinicians and staff from FoMs often work directly within healthcare systems. FoMs include students, staff, residents, faculty members, residents, researchers, and others, many experiencing higher stress levels due to pandemic tensions. Most FoMs emphasize cognitive and psychomotor learning needs. On the other hand, affective learning needs are not as well addressed within most FoMs. Finding innovative means to ameliorate mental and emotional health status, particularly at this critical juncture, will improve health and wellness, productivity, and retention. This article discusses a pilot program, Wellbeing Convene during COVID-19, in a Canadian FoM, which aimed to (1) provide staff, faculty, residents, and students with a toolkit for greater wellbeing and (2) build a sense of community during isolating times. Participants found the program beneficial in both regards. We recommend that these kinds of programs be permanently available to all members in FoMs, at no cost. Wellness programs alone, however, will not solve the root causes of mental and emotional stress, often based on concerns related to finances, hierarchical workplace structures, and nature of the work itself, among other factors. Addressing the mental and emotional health of people in FoMs is vital to improving productivity and reducing stress of FoMs, healthcare professionals, and, ultimately, patients.

Collegiate social class and connectedness: class in a transitional period of life

PurposeThis research study set out to answer the following question: How does social class relate to social connectedness in college?Design/methodology/approachThe authors operationalized a nonexperimental, cross-sectional and analytical study design to analyze 271 survey responses.FindingsThis study illustrates that discretionary income has the most dramatic practical significance on the social connectedness of undergraduate students at the research site. As the body of knowledge regarding effective measures of social class for collegians increases, institutions should consider more innovative measures like discretionary spending, perceived social class and others during this unique transitional period of life.Originality/valueA widened perspective of social class in college could aid in supporting the university and college goals of student success and social well-being.

Medical student exam performance and perceptions of a COVID-19 pandemic-appropriate pre-clerkship medical physiology and pathophysiology curriculum

BackgroundMedical schools were compelled to abruptly transition pre-clerkship curricula to remote learning formats due to the emergence of the Coronavirus Disease 2019 (COVID-19) pandemic. We evaluated student perceptions of remote learning, exam performance, and utilization of third-party learning resources to assess the implementation of a newly developed pandemic-appropriate physiology curriculum.MethodsThis was an observational study based on a survey conducted in the Spring of 2021 at the University of California, Irvine, School of Medicine (UCISOM). This study aimed to assess first (MS1) and second year (MS2) medical students’ perceptions of satisfaction, support, academic performance, and connectedness before and during the COVID-19 pandemic. The MS1 class began medical school during the first year of the COVID-19 pandemic, whereas the MS2 class did so prior to the start of the pandemic. A survey instrument was developed and validated to identify the impact remote learning had on student self-perceptions of the Medical Physiology and Pathophysiology course. Surveys were distributed to all students and responses were collected on a voluntary basis. Exam scores on a customized National Board of Medical Examiners (NBME) physiology shelf exam were also compared to objectively identify how the remote curriculum during the pandemic impacted academic performance.ResultsOf 204 students enrolled, 74 responses were analyzed, with 42 MS1 (40% of MS1s) and 32 MS2 (31% of MS2s) responses. Overall, MS1s and MS2s were satisfied with the curriculum they received (95 and 97% respectively) and the school’s support of their concerns (86 and 100% respectively). Notably, only 50% of MS1s felt connected to their peers, compared to 94% of MS2s. Lecture attendance and self-perception of their academic performance were similar between both classes. Interestingly, the intra-pandemic class’s NBME exam average in 2020 (60.2% ± 8.9, n = 104) was significantly higher than the pre-pandemic class average in 2019 (56.8% ± 11.3, n = 100). Both classes primarily used course materials over third-party learning resources. An additional set of survey questions distributed only to the MS1 class found that the majority of MS1s reported minimal barriers with regards to accessibility, including internet connectivity, study-conducive environments, and balancing family commitments. Overall, pre-clerkship medical students had positive perceptions of the newly developed pandemic-appropriate physiology curriculum.ConclusionsChanges to the pre-clerkship physiology curriculum during the COVID-19 pandemic were met with overall satisfaction from the students and an increase in NBME scores. More attention to student connectedness is needed to improve how remote learning can be best optimized into future curricula development.

Converting a face-to-face neuroanatomy course-based undergraduate research experience (CURE) to an online environment: lessons learned from remote teaching.

Previously, we described a course-based undergraduate research experience (CURE) for first-year students that featured a unique approach to brain mapping in a model organism (rat). In response to the COVID-19 pandemic, we adapted this course for an online learning environment, emphasizing image analysis (identifying immunoreactive signal in an immunohistochemical stain, making neuroanatomical distinctions in a cytoarchitectural stain) and translation of image data to the brain atlas. Using a quasiexperimental mixed methods approach, we evaluated aspects of student engagement and perceived gains in student confidence with respect to the nature and process of science and student science identity development. Additionally, we examined the dynamics of mentorship and student connectedness experienced in the online-only context. We found that the majority of students reported positive affective outcomes for the course in domains such as project ownership and project engagement in addition to positive responses toward perceived mentorship received during the course. Unsurprisingly, students expressed frustration in not being able to freely communicate with members of the course in an organic face-to-face environment. Furthermore, we found that students encountered greater difficulty in mastering image software skills causing a delay in producing consistent-quality data maps. From our analysis of the course, we have identified both useful approaches and areas for course improvement in any future iterations of the online research course.NEW & NOTEWORTHY Herein, we describe the process of converting a novel, face-to-face neuroanatomy course-based undergraduate research experience (CURE) to an online-only research setting. We document student affective and skill gains resultant from participating in this course and examine best practices for structuring online CUREs to maximize student learning and success.