Digital belonging : the role of social network sites in establishing a sense of belonging among first-year undergraduate males in an online-only setting
Bibliographic record
Abstract
A sense of belonging is a fundamental human need, especially important for first-year undergraduates since it is directly related to their overall success and experience with the institution they attend (Ahn & Davis, 2020; Freeman et al., 2007; Tinto, 2017). This need drives individuals to seek mutually beneficial relationships (Baumeister & Leary, 1995; Over, 2016; Taormina & Gao, 2013), underscoring the need for ongoing, positive interactions between the students and their instructors—and the university as a whole—as well as between the students themselves (Tinto, 2017). For the 2020-2021 school year, however, first-year students at traditional universities in Canada faced a new and unexpected reality: an online-only experience—along with restricted in-person contact in general—due to policies enforced by the Canadian government in response to the global COVID-19 pandemic (CBC, 2020; CDC, 2020; Government of Canada, 2020). At the University of British Columbia (UBC), specifically, on-campus activities and related events were cancelled, limited, or offered solely online, the requirement to live locally was removed—removing the dormitory or shared housing experience for most students—and all courses (except a select few within visual arts, music, and theatre) were delivered online (UBC Service Desk, personal communication, April 4, 2022). This combination of restricted in-person contact and digital course delivery highlights the importance of understanding the students’ need for belonging—specifically, whether and how it is met in the online-only context—as well as the roles played by the communicative tools involved.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.000 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.002 |
| Science and technology studies | 0.000 | 0.001 |
| Scholarly communication | 0.000 | 0.001 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".