Fostering success : the question of belongingness at the graduate level
Notice bibliographique
Résumé
This mixed methods research study explores the relationship between belongingness and academic success for graduate students from non-English speaking backgrounds (NESB). With Canadian universities diversifying student populations by drastically increasing the number of students being admitted from non-English speaking backgrounds, knowing how best to support NESB learners is of great concern to institutions, administrations, and educators. Researchers from many disciplines, particularly psychology, recognize that belongingness is an essential human need and motivation, yet it is often overlooked in education. Belongingness has been advanced as a powerful means of fostering academic success in higher education, yet in the field of Additional Language Teaching and Learning (ALTL), it is not well understood. This research can inform both educators and those involved with institutional policy enactment in ways to build stronger academic and institutional learning communities for NESB students. In this study, graduate students from both English and non-English speaking backgrounds were surveyed at a research-intensive Western Canadian university in order to better understand perceptions of belongingness, language acquisition, and academic success. NESB participants were then interviewed to gain a deeper understanding of the topic. Data from 36 survey responses and 3 interviews were gathered and interpreted through hermeneutic phenomenological approaches. The results of the study indicate that participants, particularly NESB students, perceived belongingness as an important aspect of their academic success at the graduate level. In particular, they identified that their peer to peer relationships, their relationships between students and faculty, and the classroom and campus environment all played key roles in their perceptions of belongingness. The data suggests that having a greater sense of belongingness would increase students’ feelings of happiness and satisfaction, as well as increase loyalty and allegiance to the university. This research has implications for educators and institutions concerned with inclusive education and best practices for English as a second language (ESL) and English as an additional language (EAL) students. It may also have impacts for other student populations as well, such as Aboriginal students, at-risk students, and even students from traditional or mainstream backgrounds.
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Comment cette classification a été obtenuedéplier
Prédiction machine sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Le volet Gemma est une étiquette directe du modèle pour chaque travail de la base, lue sur la notice réduite au titre. Le volet Codex est un classifieur appris des 10 348 étiquettes directes de Codex et calibré sur les taux pondérés de l'échantillon; les champs sans appui suffisant ne portent aucun appel Codex. Le mode candidate est l'union des deux volets; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont pas des étiquettes humaines.
Scores du classifieur distillé par catégorie (deux têtes)
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,014 | 0,027 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,001 | 0,000 |
| Bibliométrie | 0,002 | 0,001 |
| Études des sciences et des technologies | 0,006 | 0,008 |
| Communication savante | 0,005 | 0,003 |
| Science ouverte | 0,001 | 0,006 |
| Intégrité de la recherche | 0,001 | 0,002 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,001 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule source (Gemma direct ou Codex distillé), pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».