Use belonging research to inform understanding of human behavior and promotion of well-being in educational settings¶

Strategy · All strategies
Evidence · 3 claims (3 for) · 2 studies (2 review), q1 · 0 of 2 report an effect size · 3 claims rest on one study

Description¶

The article positions belonging research as a resource for promoting well-being: the interview with Baumeister and Leary explores "the value and relevance of belonging for understanding human behavior and promoting well-being." Educational psychologists and schools can draw on the belonging literature, particularly work on school belonging and its links to positive psychological and academic outcomes, when designing efforts to support students. The article presents this as the applied relevance of the foundational construct.

Design Implications¶

Context¶

Requirements¶

• Grounding in the belonging research literature reviewed by the article, including work on school belonging

Constraints¶

Target Learners¶

• students in schools and higher education

Target Learning Goals¶

• supporting student well-being and positive academic outcomes through belonging

Affordances¶

• Need To Belong Fundamental Motivation

Claims¶

• The need to belong is relevant to all academic disciplines that study human behavior, with immense importance to educational psychology [+W]
• School belonging has powerful long- and short-term implications for students' positive psychological and academic outcomes [+M]
• Students with belonging, purpose, collaboration, goal-setting, and perseverance skills alongside academic knowledge are more likely to reach their full potential [+W]

Related Strategies¶

Examples¶

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Key Sources¶

• Allen, KA., Gray, D.L., Baumeister, R.F., & Leary, M.R. (2022). The Need to Belong: a Deep Dive into the Origins, Implications, and Future of a Foundational Construct. Educational Psychology Review, 34, 1133–1156. https://doi.org/10.1007/s10648-021-09633-6