Filtered by tag: Schools Remove Filter

Extracurricular Engagement in Developing a Sense of Belonging in Hybrid Students

kurt hExtracurricular Engagement in Developing a Sense of Belonging in Hybrid Students 
Kurt K. Hubbard, PhD, OTD, OTR/L, FAOTA
The Role of Extracurricular Activities in Student Success
 
At times, educators may overlook that the success of their students is often related to involvement outside the classroom, whether traditional, hybrid, or online. Participation in extracurricular activities has been associated with enhanced social networks, increased self-esteem, and a greater sense of connection to the college community (Bamford & Heugh, 2021). 
 
Sense of Belonging
 
Belonging reflects one’s perceptions of acceptance and connection and can have an overall effect on one’s well-being (Winstone et al., 2022). Research has supported the belief that extracurricular activities are of value to students for multiple reasons, including one’s well-being (Knifsend, 2020). However, while there is a growing body of research on the sense of belonging in higher education, the research that needs to be better understood is how college students in a hybrid setting describe the role that extracurricular engagement plays in developing a sense of belonging. In addition, understanding how students interpret the value and importance of participating in extracurricular activities related to their academic success is of paramount interest in education.
 
Belongingness Theory
 
The Belongingness Theory describes a sense of belonging as referring to personal experiences of connection and acceptance within a social group or community. According to Baumeister and Leary (1995), the definition of belongingness is the fundamental need to belong and maintain strong, stable interpersonal relationships. Research has looked at how a sense of belonging can impact a student’s online learning experience (Peacock et al., 2020). A sense of belonging can also impact their persistence and academic success (Gopalan & Brady, 2020). Ahn and Davis (2023) state that a sense of belonging impacts retention rates at the university level.
 
College Programs and Social Support
 
O’Sullivan et al. (2019) discussed how college programs can provide social support, social networks, and adequate social capital for students. The college environment, whether traditional, hybrid, or online, needs to provide a better understanding for leaders, administrations, and faculty to better serve students. Creating an experience that supports and promotes a sense of belonging through involvement in extracurricular activities and other best practices for student engagement is an important aspect of the student experience. Bergmark and Westman (2018) cited the importance of belonging and well-being as intricate components for student engagement.
 
Extracurricular Engagement in Hybrid Settings
 
However, there remains the problem space of understanding how engagement, particularly extracurricular engagement, plays a role in the development of a sense of belonging and how this is done in hybrid settings. Hybrid programs aim to serve student populations that include diverse cultural identities, socioeconomic backgrounds, and age groups. It is important to recognize the various demographics that may exist within the hybrid college experience and the need for every student to develop a sense of belonging. Extracurricular engagement is a key component for social integration outside the classroom (King et al., 2021). To this end, extracurricular activities can be a resource for fostering a sense of belonging among students. Earlier research has identified some benefits to extracurricular engagement, including building relationships with support networks, chances for skills development, and community connections (Pedler et al., 2022). Strayhorn (2019) states that the development of a sense of belonging is significant in a student’s pursuit of success.
 
Conclusion
 
Therefore, further consideration and research may inform institutional strategies for student engagement as well as contribute to the understanding of how extracurricular engagement and a sense of belonging are key factors in the success of a student. More research needs to be done to address student perceptions of belonging in relation to their engagement in social activities. This is an endeavor that is well worth considering moving forward in the OT profession.
References
Ahn, M. Y., and Davis, H. (2023). Students’ sense of belonging and their socio-economic status in higher education: A quantitative approach. Teaching in Higher Education, 28(1), 136-149, https://doi.org/10.1080/13562517.2020.1778664 
Bamford, J. and Heugh, S. (2021). Enhancing student wellbeing and student belonging in university through a gamification approach to rewarding and recognizing extracurricular activities.  Wellbeing in Higher Education, SEDA Specials, 45
 
Baumeister, R. F., & Leary, M. R. (1995). The need to belong: desire for interpersonal attachments as a fundamental human motivation. Psychol Bull, 117(3):497-529
Bergmark, U.;Westman, S. (2018). Student participation within teacher education: Emphasising democratic values, engagement and learning for a future profession. High. Educ. Res., 37, 1352–1365
Gopalan, M., & Brady, S. T. (2020). College students’ sense of belonging: A national perspective. Educational Researcher49(2), 134-137
King, A. E., McQuarrie, F. A., & Brigham, S. M. (2021). Exploring the relationship between student success and participation in extracurricular activities. SCHOLE: A Journal of Leisure Studies and Recreation Education36(1-2), 42-58.
Knifsend, C. A. (2020). Intensity of activity involvement and psychosocial well-being among students.  Active Learning in Higher Education, 21(2), 116-127
O’Sullivan, K., Bird, N., Robson, J., & Winters, N. (2019). Academic identity, confidence and belonging: The role of contextualized admissions and foundation years in higher education.  British Educational Research Journal, 45(3), 554-575
Peacock, S., Cowan, J., Irvine, L., & Williams, J. (2020). An exploration into the importance of a sense of belonging for online learners. International Review of Research in Open and Distributed Learning21(2), 18-35
Pedler, M. L., Willis, R., & Nieuwoudt, J. E. (2022). A sense of belonging at university: Student retention, motivation and enjoyment. Journal of Further and Higher Education, 46(3), 397-408
Strayhorn T. L. (2019). College students’ sense of belonging: A key to educational success for all students (2nd ed.). New York, NY: Routledge
Winstone, N., Balloo, K., Gravett, K., Jacobs, D., & Keen, H. (2022).  Who stands to benefit?  Wellbeing, belonging and challenges to equity in engagement in extra-curricular activities at university.  Active Learning in Higher Education, 23(2), 81-96.
 

Occupational Therapy Gives a Smile for Life

Julie Bezold Julie veithOccupational Therapy Gives a Smile for Life

FLOTEC submission

Read More

A critique of the meshing hypothesis: Using Shulman’s knowledge domain theory to facilitate effective instruction

Kurt Hubbard SIS EducationA critique of the meshing hypothesis:

Using Shulman’s knowledge domain theory to facilitate effective instruction 

Read More

FOTA21 Conference: Student Poster Submissions

FOTA21 Conference: Student Poster Submissions

Here are some tips to follow when completing your student poster submission:

  1. First and foremost, make sure you submit your poster under student and not professional. This will help to decrease any added stress closer to conference when you realize you may have been placed in the wrong group. The conference committee goes off what you submit and will place your poster in the group accordingly.

Read More

CHILDREN AND COVID-19

CHILDREN AND COVID-19

by: Kimberly McKinney MOT, MPT, tDPT, PHC
FOTA SIS Early Intervention/School Systems Chair H2 Health at Georgia-Pacific Palatka

The news about the coronavirus is everywhere, but what effect is it having on kids? According to a new study from China’s Shenzhen province (led by scientists from the Johns Hopkins Bloomberg School of Public Health and the Shenzhen Center for Disease Control and Prevention) believes that although children do contract COVID-19 they do not get sick as quickly as adults. This is believed to be due to children having healthier lungs (from not smoking or fewer years of exposure to pollution) (Pappas, 2020).

Read More

Texting: The impact on departmental events to increase student retention

Texting: The impact on departmental events to increase student retention

Kurt K. Hubbard, PhD, OTD, OTR/L
FAOTA Education SIS Chair

Occupational Therapy education is not unlike other programs of study when it comes to the trials and tribulations of student engagement. College educators and administers are constantly trying to find new ways to improve students’ academic performance and retention. Literature demonstrates that brief psychological interventions in education may have a significant positive impact on performance and retention (Yeager & Walton, 2011). Specifically, brief socialpsychological interventions that focus on the way students think, feel, and believe regarding academics, have been shown to improve educational achievement (Cohen, Garcia, Apfel, & Master, 2006; Walton & Cohen, 2011). At multiple sites and disciplines (e.g., psychology undergraduate students, OTA students), the hypothesis that personalized text messages about departmental activities and resources could increase student retention was tested.

Methods: At orientation, 48 students completed a series of questionnaires, provided their cell phone numbers, and agreed to receive text messages about program events, campus resources, college announcements, as well as selective course announcements. Students were randomly assigned into text message conditions, providing a sample of 20 students in the experimental and control conditions. Both conditions received one text every week, but the experimental group texts included the student name to personalize the information in order to make the student feel identified and like they belonged to the department and the college environment (see Table 1 for an example). The messages were sent from a temporary Skype account to provide information and encourage feelings of belongingness and connectedness to the major and college. Following the 12-week semester, participants were asked to complete an online survey, identical to the ones they completed at orientation. In addition, participants were asked about their intentions to continue their program of study and overall enrollment at the college. Participant schedules were reviewed following the 12-week semester to investigate if they returned to their studies.

Read More

child mental health awareness day

Celebrating National Children's Mental Health Day: May 10th, 2018

 Join the FOTA leadership and membership in acknowledging National Children's Mental Health Day, May 10th, 2018. In service of our FOTA vision to be the respected authority on occupational therapy’s contribution to health and well-being in Florida, we have assembled a humble offering of clinician's resources and supportive information for OTs from across the state to use in service to children's mental health. Our Ad Hoc Committee on School Mental Health is developing further programming to offer to our members in the future, and we are developing policy statements to share with our advocacy team and our Florida legislators. 

FOTA believes in the potential for OT practitioners to impact child well being and provide new and innovative programs to meet the needs of our students in schools across Florida. We believe in the preventative model, nurturing social and emotional learning, and skills for emotional regulation, social skills, and collaborative learning -- all through occupation-based activities. Please take time today, and everyday to nurture the wellness of children in your life and in your practice. See our resources below --an assemblage that is still a work in development.  Take Care!

Read More


Amazon searches starting from www.flota.org benefit FOTA!