Graduate entry nursing students' development of professional nursing self: A scoping review
Patricia McClunie-TrustRebecca JardenPhilippa MarriottRhona WinningtonJan DewarKay ShannonSophie JonesVirginia JonesRosemary TurnerLindy CochraneRachel Macdiarmid
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Research has shown that a strong relationship exists between belongingness and depressive symptoms; however, the contribution of specific types of belongingness remains unknown. Participants (N=369) completed the sense of belonging instrument, psychological sense of organizational membership, and the depression scale of the depression anxiety stress scales. Factor analysis demonstrated that workplace and general belongingness are distinct constructs. When regressed onto depressive symptoms, these belongingness types made independent contributions, together accounting for 45% of variance, with no moderation effects evident. Hence, general belongingness and specific workplace belongingness appear to have strong additive links to depressive symptoms. These results add support to the belongingness hypothesis and sociometer theory and have significant implication for depression prevention and treatment
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Youth development is the deliberate progression of providing all youth with the support, relationships, experiences, resources, and opportunities needed to become effective and proficient adults. The objective of this study was to understand the important role of belongingness in Subjective Well-being of adolescents. A sample of 197 adolescents from Eastern Uttar Pradesh, participated in this study. The extreme group strategy was used to identify subjects as high and low on the basis of the scores of Belongingness Motive Scale (Afroz S. & Tiwari PSN 2017). Subjective well-being scale (Roop Nagpal1982) was administered to get the data. The result of One Way Analysis of Variance showed that High and low groups of belongingness significantly differed on p<.01 level for positive affect, Negative affect, Rootedness & belongingness, Structural and Cohesive aspect of Family and Subjective well-being score. The result was congruent with the previous results and also added the existing literature that a strong sense of belongingness contributes to individual and community well-being (Cherry K. 2019).
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Previous work has linked high levels of belongingness needs to low well-being, suggesting that high desire for social connection causes problems. Against that view, we hypothesized that problems stem especially from unmet belongingness needs. To examine this, discrepancies between belongingness needs and relationship satisfaction were measured.A total of 1,342 adolescents (Mage = 13.94 years, 48.6% boys) completed questionnaires about belongingness needs, relationship satisfaction, loneliness, depressive symptoms, and self-esteem. A combination of polynomial regression analyses with response surface modeling examined the effects of both fulfilled and unmet belongingness needs on well-being.Fulfilled belongingness needs did not affect adolescents' well-being. However, larger discrepancies between high belongingness needs and low relationship satisfaction were related to higher loneliness, more depressive symptoms, and lower self-esteem. Thus, well-being was most strongly affected among adolescents reporting an unmet need to belong.We add to the current knowledge by emphasizing that especially belongingness needs that exceed relationship satisfaction, regardless of the actual levels of both, contribute to actual health outcomes. Thus, high need to belong is not detrimental per se, but only in combination with low relationship satisfaction. Implications for clinical practice could be to prevent unmet belongingness needs to ultimately alleviate negative affect and self-esteem.
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ABSTRACT Research has shown that a strong relationship exists between belongingness and depressive symptoms; however, the contribution of specific types of belongingness remains unknown. Participants ( N =369) completed the sense of belonging instrument, psychological sense of organizational membership, and the depression scale of the depression anxiety stress scales. Factor analysis demonstrated that workplace and general belongingness are distinct constructs. When regressed onto depressive symptoms, these belongingness types made independent contributions, together accounting for 45% of variance, with no moderation effects evident. Hence, general belongingness and specific workplace belongingness appear to have strong additive links to depressive symptoms. These results add support to the belongingness hypothesis and sociometer theory and have significant implication for depression prevention and treatment. Copyright © 2012 John Wiley & Sons, Ltd.
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Belongingness has been presented in previous research as a fundamental need in which humans are motivated to seek out meaningful social interactions and contexts. In the current study, we sought to build on existing research examining belongingness in the university, by focusing on specific contexts in which first-year students are likely to meet belongingness needs. Participants in the current study comprised a sample of 299 University of Mississippi undergraduate, first-year students (23% male, 77% female). The study included seven questionnaires to measure the extent in which belongingness is related to well-being during the transition to college. The results of this study reveal significant links between belongingness and well-being (e.g., loneliness, depression) during the first semester in college. Moreover, the present results also highlight aspects of participants’ home lives (e.g., homesickness, missing old friends, helicopter parents) that may impede meeting belongingness needs.
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In the case of the significance and formation of belongingness for collgeg students,the article,in terms of the reasons for the lack of belongingness,analyzes several possible channels that sense of belongingness can be formed.Further more,the article means to discuss how to direct college students to form the sense of belongingness properly from the view of universities.
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Student sense of belonging, or belongingness, is important and has been associated with motivation, persistence, and other outcomes. However, belongingness varies according to factors such as race/ethnicity and gender [2]. In previous work, there have been statistically significant differences in the belongingness of computing students identifying as women and as part of a minority [2]. During the COVID-19 pandemic there was a reduction in the belongingness of students identifying as men, and those not identifying as being part of a minority, and an increase in the belongingness of women identifying as a minority [3]. Our current work shows that the belongingness of men and women not identifying as being part of a minority has not returned to pre-pandemic levels, despite returning to campus, and a further statistically significant drop in the belongingness of men who identify as part of a minority. This work shows that further efforts need to be made to restore student belongingness to pre-pandemic levels and may yield insight into how events affect belongingness.
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