Details
| Original language | English |
|---|---|
| Article number | 1740 |
| Journal | Frontiers in psychology |
| Volume | 10 |
| Early online date | 13 Aug 2019 |
| Publication status | Published - Aug 2019 |
Abstract
Belonging uncertainty, defined as the general concern about the quality of one's social relationships in an academic setting, has been found to be an important determinant of academic achievement and persistence. However, to date, only little research investigated the sources of belonging uncertainty. To address this research gap, we examined three potential sources of belonging uncertainty in a sample of undergraduate computer science students in Germany (N = 449) and focused on (a) perceived affective and academic exclusion by fellow students, (b) domain-specific academic self-efficacy beliefs, and (c) perception of one's individual performance potential compared to that of fellow students in the field. Perceived affective and academic exclusion by fellow students and domain-specific academic self-efficacy beliefs were significant predictors of female students' uncertainty about belonging in computer science. The perception of one's individual performance potential in comparison to that of fellow students, however, was a relevant predictor of both male and female students' belonging uncertainty in computer science. Our findings imply an expanded view of the theoretical concept of belonging uncertainty that goes beyond mere concerns of social connectedness.
Keywords
- Ability-related stereotypes, Belonging uncertainty, Computer science, Gender, Higher education, Minority students, Social identity, Stem
ASJC Scopus subject areas
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In: Frontiers in psychology, Vol. 10, 1740, 08.2019.
Research output: Contribution to journal › Article › Research › peer review
}
TY - JOUR
T1 - Sources of Male and Female Students’ Belonging Uncertainty in the Computer Sciences
AU - Höhne, Elisabeth
AU - Zander, Lysann
N1 - Funding: The publication of this article was funded by the Open Access Fund of the Leibniz Universität Hannover.
PY - 2019/8
Y1 - 2019/8
N2 - Belonging uncertainty, defined as the general concern about the quality of one's social relationships in an academic setting, has been found to be an important determinant of academic achievement and persistence. However, to date, only little research investigated the sources of belonging uncertainty. To address this research gap, we examined three potential sources of belonging uncertainty in a sample of undergraduate computer science students in Germany (N = 449) and focused on (a) perceived affective and academic exclusion by fellow students, (b) domain-specific academic self-efficacy beliefs, and (c) perception of one's individual performance potential compared to that of fellow students in the field. Perceived affective and academic exclusion by fellow students and domain-specific academic self-efficacy beliefs were significant predictors of female students' uncertainty about belonging in computer science. The perception of one's individual performance potential in comparison to that of fellow students, however, was a relevant predictor of both male and female students' belonging uncertainty in computer science. Our findings imply an expanded view of the theoretical concept of belonging uncertainty that goes beyond mere concerns of social connectedness.
AB - Belonging uncertainty, defined as the general concern about the quality of one's social relationships in an academic setting, has been found to be an important determinant of academic achievement and persistence. However, to date, only little research investigated the sources of belonging uncertainty. To address this research gap, we examined three potential sources of belonging uncertainty in a sample of undergraduate computer science students in Germany (N = 449) and focused on (a) perceived affective and academic exclusion by fellow students, (b) domain-specific academic self-efficacy beliefs, and (c) perception of one's individual performance potential compared to that of fellow students in the field. Perceived affective and academic exclusion by fellow students and domain-specific academic self-efficacy beliefs were significant predictors of female students' uncertainty about belonging in computer science. The perception of one's individual performance potential in comparison to that of fellow students, however, was a relevant predictor of both male and female students' belonging uncertainty in computer science. Our findings imply an expanded view of the theoretical concept of belonging uncertainty that goes beyond mere concerns of social connectedness.
KW - Ability-related stereotypes
KW - Belonging uncertainty
KW - Computer science
KW - Gender
KW - Higher education
KW - Minority students
KW - Social identity
KW - Stem
UR - http://www.scopus.com/inward/record.url?scp=85069498999&partnerID=8YFLogxK
U2 - 10.15488/5231
DO - 10.15488/5231
M3 - Article
AN - SCOPUS:85069498999
VL - 10
JO - Frontiers in psychology
JF - Frontiers in psychology
SN - 1664-1078
M1 - 1740
ER -