I KNOW I AM NOT THE ONLY ONE: EXAMINING THE ROLE OF STUDENTS’

SENSE OF SCHOOL BELONGINGNESS ON THEIR ACADEMIC

MOTIVATION IN THE ONPLUS SETTING

BASLOTE, GWENETH ANGELEE G

DUMAT-OL, RETCHELLE CHRIS E.
DIMAS, SOHAIDEN D.
ELLIOT, RASHIDA J.
GAPUTAN, LAI NERULLY O.

DECEMBER 2023
 ii

In Consortium with
ATENEO DE DAVAO UNIVERSITY and
ATENEO DE ZAMBOANGA UNIVERSITY

THESIS APPROVAL SHEET

This thesis is hereto entitled: I Know I Am Not the Only One: Examining the Role of
Students’ Sense of School Belongingness on their Academic Motivation in the OnPlus
Setting
Prepared and submitted by: Gweneth Angelee Baslote, Retchelle Chris Dumat-ol,
Sohaiden Dimas, Rashida Elliot, Lai Nerully Gaputan in partial fulfillment of the
requirements for the degree of Bachelor of Science in Psychology has been examined for
PROPOSAL ORAL DEFENSE and is recommended for data collection.

Jhoanna Marie M. Mocorro, PhD Cand., RPsy

Thesis Adviser

Approved by the Defense Committee with a grade of PASSED on December 3, 2023

Roselyn Nacague, RPm

Panel Member 1

Rousell Ferrer, RPm

Panel Member 2

Accepted in partial fulfilment of the requirements for the degree of Bachelor of Science
in Psychology

Jason O Manaois, PhD

Chairperson, Department of Psychology
 iii

ACKNOWLEDGEMENTS

The researchers would like to offer their greatest gratitude to the following people
who willingly gave their help and guidance throughout the processes and difficulties they
experienced which plays an important role in completing their research study:

To Mr. & Mrs. Baslote, Mr. & Mrs. Dumat-ol, Mr. & Mrs. Dimas, Mr. & Mrs.
Elliot, and Mr & Mrs. Gaputan, the researchers’ parents and families who gave their full
support, encouragements, and prayers in completing their study

To Ms. Jhoanna Marie M. Mocorro, PhD Cand., RPsy, who offered information,
time, and knowledge to give the researchers the advice they needed.

To K-POP boy group: Seventeen and EXO, for illuminating the dark journey of
Mr. Dimas.

To the friends of Ms. Elliot, thank you for being the uplifting force that fueled
my energy in both good times and challenging moments. To the world of K-Drama,
thank you for being my never-ending source of happiness.

Thank you to my groupmates for the patience and understanding. Thank you to
my friends who kept me accompanied. Thank you to my parents who supported me and
did not stop believing in me. To my partner, Renieven, who is always there for me. To
my Ryzen, thank you for inspiring me and for giving me strength. I love you. And, to
myself who did not give up and kept going.

To Ms. Lai, for all the hard work she poured into, deserves nothing less than the
utmost gratitude and respect. Not only did she become a key player in this paper’s
success, but she became the beacon of life and love to Ms. Baslote’s life and will
continue to do so beyond the last pages of this paper.

To Ms. Gab, for being the arms I run to when the storm never ceases. For the
magic that you’ve brought to this paper and never losing your spark throughout the
journey. Thank you for being my person through it all.
 iv

Most of all, the researchers would like to give their praise and gratitude to God
Almighty for enlightening and guiding their paths in completing their research study
through thick and thin.
 v

ABSTRACT

As the transition of education shifted from online to hybrid learning and back to
face-to-face learning, examining the students’ sense of school belongingness on their
academic motivation is important. The study employs simple linear regression to gather
data from 307 undergraduate students at Xavier University - Ateneo de Cagayan. The
results reveal a noteworthy finding: a moderate positive correlation between students' sense
of school belongingness and their academic motivation. The analysis suggests that a sense
of belongingness is not the sole determining factor influencing academic motivation in the
OnPlus setting.

Keywords: sense of belongingness; academic motivation; OnPlus setting

 vi

TABLE OF CONTENTS

Approval Sheet..................................................................................................................ii

Acknowledgements...........................................................................................................iii

Abstract..............................................................................................................................v

Table of Contents...............................................................................................................vi

Introduction........................................................................................................................1

OnsitePlus Setting..................................................................................................2

Sense of School Belonging....................................................................................3

Academic Motivation.............................................................................................4

Present Study......................................................................................................................5

Theoretical Framework......................................................................................................8

Research Problem..............................................................................................................10

Method...............................................................................................................................11

Research Design.....................................................................................................11

Participants and Sampling Method........................................................................11

Measures................................................................................................................11

Procedure...............................................................................................................15

Simple Linear Regression Analysis.......................................................................16

Ethical Considerations.......................................................................................................17

Purpose of the Research.........................................................................................17

Participant Selection..............................................................................................17

Voluntary Participation and Obtaining Informed Consent....................................18

Procedure and Duration.........................................................................................18

 vii

Risk of Participation..............................................................................................20

Withdrawal Criteria...............................................................................................20

Benefits of Participation........................................................................................21

Confidentiality and Anonymity.............................................................................21

Data Management and Storage Plan......................................................................21

Language Used in the Study..................................................................................22

Role of Researchers or Primary Investigators.......................................................22

Rights and Responsibilities of Participants...........................................................23

Declaration of Conflict of Interest.........................................................................23

Researchers’ Details and How to Contact Researchers.........................................23

Results...............................................................................................................................24

Table 1...................................................................................................................24

Table 1.2................................................................................................................25

Discussion.........................................................................................................................25

Conclusion........................................................................................................................30

Limitations and Reccomendations...................................................................................31

References........................................................................................................................33

Appendix A......................................................................................................................42

Appendix B......................................................................................................................48

Appendix C......................................................................................................................49

Appendix D......................................................................................................................52

Appendix E......................................................................................................................58
 1

Introduction

No man is an island is what we have come to know as humans are social

creatures. In fact we have known about it even before someone tried to tell us about it

since the need for a sense of belongingness is embedded in our human genetic code as

what was found out by a study conducted by Kelly-Ann Allen and her colleagues (2021)

of the academic research on belonging. This could explain why we engage in economic

partnerships and political alliances, live in families, our collaboration in team-based

settings, and our conceptualization of responsibility and purpose through religious

fellowship. Our culture, which is a product that emerged from the collective living

experiences, molds the norms that regulate our behaviors and interactions (Parkhurst &

Tarvin, 1997). One of these norms is that our socialization also goes into the world of

academia. Students in particular are immersed in the environment that created and

specifically existed around the school or the institutions.

As social beings, we like ourselves to belong in the environment that we are in.

Before we go any further, the researchers defined what being belong means. To put it

very simply, the idea of belonging refers to one’s integration into various aspects of their

environment, encompassing elements like family, friends, school, workplace, community,

cultural group, and geographical location (Haggerty et al., 1992). It has come to the

conclusion that these feelings and need of belongingness of a person is a need that we

strive to satisfy (Baumeister & Leary, 1995; Deci & Ryan 2000; Leary & Kelly, 2009;

Maslow 1954). Students are not excused for this motivation to satisfaction, genetically

embedded code or the emergent construct. They would find the need to converse with

their instructors, their peers, and the people that are involved in making up the school
 2

environment. Paired and group assignments or tasks, going inside school offices,

attending seminars and assemblies are all inevitable and part of the life of being a

student. It’s also no secret that students, college students in particular, are used to

spending a lot of time in the library, studying for a long time before examinations, and

generally being stressed out about school and their personal lives (Mainzer, 2021). The

stress and the difficulty juggling these stresses causes a strain on the students mental

health and thus in connection, oftenly affects the student’s academic performance.

Not so long ago, COVID-19 caused a global pandemic and forced schools and

institutions to continue their academic roles in an online setting. As times passed by and

the threat of the COVID-19 has diminished enough for the students to slowly return to

learn from their campuses. After two whole years, the students are now welcomed by

their campuses as the online setting has turned into a hybrid setting. In this environment,

students have the opportunity to pursue their studies through a combination of in-person

and online classes. After a year of hybrid setting the students and its schools are now

welcoming the OnPlus or Onsite Plus as classes are going to be now full on face to face

with the usage of online as a tool for easier and lighter workloads for both the instructors

and the students. Although, before it came into what it is now, the online setting took two

whole years of the students. Two years wherein their only medium of communication,

their medium to feel belong, was through online.

OnsitePlus Setting

OnPlus or Onsite+ is a fully face-to-face learning approach that incorporates a

range of useful technological tools alongside the university's official Learning

 3

Management System (LMS), known as eLearn. The site eLearn has been used by the XU

Community especially the educators and students for them to be able to continue their

learning and communications. Educators could post learning modules, links of lecture

videos, and requirements such as assignments, quizzes, exams, and other forms that the

students have to submit. The students would then be able to submit their compliance to

the requirements given by their professors through the portals that the professors would

make and open for the students.

The Onsite in OnPlus signified that Xavier University does intend to bring back

the modality of classes from before the pandemic started. The Plus on the other hand

signified that the requirements that the educator asks from the students could be

submitted through online as it would be convenient for both the students and teachers.

Sense of School Belonging

There is not a single agreed definition for the concept of belonging within the

context of higher education (Antonsich, 2010). Nevertheless, various scholars have

proposed conceptualization, including Goodenow (1993), who introduced the notion of

school belonging as the extent to which students experience acceptance, value, inclusion,

and support from both their peers and the broader school environment. Several

researchers have presented similar understandings of school belonging, using different

terms to describe their definitions. Wehlage et al. (1989) utilize the phrase "school

membership" to represent the idea of school belonging. Jimerson, Campos, and Greif

(2003) suggest the term "school connectedness'' to encompass the emotional dimensions

of school belonging. A study conducted by Korpershoek et al. (2019) revealed that

 4

students who experience acceptance, respect, inclusion, and support from their peers in

the school environment (Goodenow, 1993) are inclined to achieve academic excellence.

Additionally, they tend to exhibit positive motivation, socio-emotional well-being, and

favorable behavior outcomes. Their study highlighted the significance of fostering

meaningful and positive relationships within the school setting (Baumeister and Leary

1995, 497). Furthermore, the positive and moderately strong relationships between

school belonging, self-concept, and self-efficacy accentuate the critical role of school

belonging in enhancing students' emotional and social well-being within the school

environment. Receiving support and encouragement from significant school figures like

teachers and peers (Baumeister and Leary 1995; Goodenow 1993) seems to positively

influence students' self-esteem. Likewise, when students feel a sense of belonging, they

demonstrate greater behavioral engagement.

Academic Motivation

According to Lockwood et al. (2002), academic motivation pertains to the

objectives and aspirations that an individual establishes in the school setting. Students

exhibit heightened enthusiasm for learning when they harbor intrinsic motivation to

engage in their studies, comprehend the subject matter, and strive to realize their

maximum potential (Palomo, S., & Chagas, M. L., 2022). There are many factors that can

be attributed to one’s academic motivation including interpersonal relationships such as

classroom climate, student-teacher relationships, and companionships in school (Buhs,

2005; Flook, Repetti, & Ullman, 2005). School belonging can significantly contribute to

students' academic accomplishments and values. Baumeister & Leary (1995) stated that
 5

belongingness is a fundamental human need and an essential requirement for positive

outcomes in various areas and various researchers and theories that focused on academic

achievement suggested that students' personal connection to their educational institution

promotes the internalization of academic values, fosters behaviors that support academic

success, and thus plays a crucial role in achieving academic excellence (e.g., Eccles,

2004; Finn, 1989; Voelkl, 1997). Another study by Freeman, Anderman, and Jensen

(2007) discovered that college students who experienced a greater sense of school

belonging exhibited higher levels of social acceptance and intrinsic academic motivation.

While there are distinctions between the K-12 and college contexts, early research on

school belonging among college students indicates that it remains connected to positive

outcomes in this population, suggesting the need for further exploration of school

belonging within the college setting.

The Present Study

While this is not a new topic and various researches have explored the

relationship between the two variables, only less studies have focused on higher

education and have yet to have any data during a full face-to-face set-up, particularly

after the pandemic. A study conducted by Gillen-O’Neel and Fuligni (2013) discovered a

positive correlation between school belonging and increased academic motivation over

the span of 4 years. Moreover, research has consistently linked school belonging with

high levels of happiness, adaptation, self-esteem, psychological well-being, and

self-identity (e.g. Jose et al. 2012; Law et al. 2013; Nutbrown and Clough 2009;

O’Rourke and Cooper 2010).

 6

During the adolescent stage, schools serve a crucial environment for socialization,

facilitating interactions with both teachers and peers that contribute to students' academic

participation (McKeller & Wang, 2022). However, the implementation of public health

measures to mitigate the transmission of COVID-19 led to rapid changes in schools, such

as the adoption of remote or hybrid learning methods which blend both in-person and

virtual instruction. This sudden transition, even in adjusted in-person learning situations,

could have disrupted the social interactions within schools that typically promote

students' sense of connection and engagement in academics and now that local schools

have started to incorporate a full face-to-face set-up these social interactions could have

been disrupted yet again.

Prior to the pandemic, a primary objective of school staff members was to

facilitate connections between the university and students, serving as a bridge and

providing programs and opportunities for students to engage with one another (Mignone,

2023). However, the pandemic resulted in a change in the role of staff members, shifting

their focus more towards enforcing policies rather than fostering community building

activities (ACUHOI, 2020; DeNiro, 2021). When students enter an online discussion

space, they are required to break the silence and address their computer screens instead of

engaging in conversations with their nearby classmates.

Additionally, physical spaces within schools, like hallways and gyms, provide

extra opportunities for students to interact with their peers beyond the regular

instructional hours (McKeller & Wang, 2022). In a qualitative study conducted by

Ellerbrock and Kiefer (2013), it was discovered that the time spent outside classrooms

played a crucial role in fostering a sense of connection among secondary school students.
 7

Students' discussions about commuting together to shared classes or sharing lunchtime

contributed to a general feeling of belongingness. However, even in hybrid learning

formats, it is challenging to maintain the same level of continuous interaction with

classmates since students only have limited in-person contact with a portion of their peers

for a restricted duration (McKeller & Wang, 2022).

The way in which a student establishes connections with their peers, instructors,

and with the school community holds an influence over the trajectory of their academic

progress. Terlizzi and Villarroel (2019) highlighted that college students, as emerging

adults, often report a higher prevalence of depressive symptoms compared to other age

groups. Arnett (2006) argued that this demographic, particularly in the phase of emerging

adulthood, tends to shape their identity through social connections, and this

developmental stage significantly aligns with their university years. Another study also

added that students in this phase are vulnerable to a decline in mental health, particularly

when experiencing a low sense of belonging (Von Soest et al., 2020).

Moreover, the issue of school dropouts poses a significant challenge in university

education. Suhlman et al. (2018) emphasized that a prominent factor in contributing to

school dropouts is the lack of a strong sense of belonging to the academic community.

According to Faircloth and Hamm (2005), students consistently express that interpersonal

relationships play a pivotal role in shaping their overall school engagement.

Furthermore, there are several evidence and articles that supports the notion that a

student’s sense of belonging, characterized by close relationships with social groups,

individuals, and involvement in school activities, serves as a critical facilitator for both

motivation and academic achievement (Maslow, 1954; Osterman 2000; Araujo et al.,
 8

2014; Murphy and Zirkel 2015; Slaten et al., 2016; Gillen-O’Neel 2019; Maunder 2018).

Research also revealed that an increased sense of belonging extends beyond its impact

solely on a student's academic performance (Pedler et al., 2021). It has been correlated

with various psychological and socio-emotional advantages, encompassing aspects such

as well-being, reduced stress levels, elevated self-esteem, adeptness in emotion

management, and the cultivation of positive relationships (Slatem et al., 2016). These

scholarly studies underscores the multifaceted nature of the impact of belongingness,

extending beyond academics to encompass mental health and overall retention within the

educational system.

Such that this study aims to gain a deeper understanding of the aspect of the

student’s sense of school belongingness and how it relates to their academic motivation.

Hence, Strayhorn’s Sense of Belonging Model is the most appropriate and fitting

framework for the research study as it offers a comprehensive understanding of

belongingness within educational contexts and its influence on students' academic

motivation during face-to-face classes.

Theoretical Framework

Sense of school belongingness is one’s feeling of being welcomed, taken care of,

and supported which all encompasses the basic psychological needs that are involved in

socialization in the school context (Goodenow & Grady, 1993; Osterman, 2000).

According to Baumeister and Leary (1995), each individual possesses an inherent desire

to form and maintain a number of lasting, positive, and significant relationships thus it is

to be able to comprehensively examine the reasons behind varying levels of college

success among students. It is crucial to take into account both the qualities and
 9

experiences individuals bring with them to college, as well as the experiences they

encounter during their college journey. Drawn from Maslow’s Hierarchy of Needs (1954)

and Schlossberg’s (1989), Strayhorn (2019) referred to the sense of belonging as the

perception of social support among students while on campus. It encompasses feelings of

connectedness and entails experiencing care, acceptance, respect, value, and a sense of

importance from the campus community, including faculty, staff, and peers and its impact

on student motivation, engagement, and success (Mignone, 2023). Sense of belonging

plays a vital role in supporting students as they navigate the challenges associated with

the college transition.

Using Strayhorn’s Sense of Belonging Model, the researchers can explore the

student’s perception of belonging in the school and how it affects their motivation in

learning activities. The model will also be used to investigate the role of students' sense

of belongingness and its dimensions on their academic motivation during face-to-face

classes, providing insights into the factors that enhance students' engagement and success

in the classroom. Strayhorn’s model will also be used in proving that individuals are

driven by the universal human need to belong which indicates their significant effort to

establish meaningful interpersonal connections and foster a sense of belongingness.

Typically, these sources of support that students receive aids them in coping with various

hurdles and challenges that they may face throughout their college journey (Pittman &

Richmond, 2008).

The objective of the researcher's study was to investigate how a student's sense of

belonging in school relates to their academic motivation. The figure (See Appendix D,

Figures E1) suggests that the manner in which students perceive their sense of belonging
 10

within their school community can have an influence on their level of drive and

motivation to actively participate in the learning process. Thus, by employing Strayhorn's

Sense of Belonging Model as the foundation of this research, research study can

comprehensively investigate the role of students' sense of belongingness and its

dimensions on their academic motivation during face-to-face classes.

Research Problem

The information in regards to the perceived relationship between students’ sense

of school belongingness and their academic motivation on the OnPlus setting remained to

be probable. As discussed in the studies mentioned, there were glimpses of their

connection, however, concrete findings that focus specifically on undergraduate level

experiences in post-Covid-19 academic settings were vague. Therefore, the study aimed

to answer the following question:

1. Is there a predictive relationship between students’ sense of school

belongingness and their academic motivation?

Ho: There is no significant predictive relationship between students’ sense of school

belongingness and academic motivation in the OnPlus setting.

H1: There is a significant predictive relationship between students’ sense of school

belongingness and academic motivation in the OnPlus setting.

 11

Method

Research Design

The study applied a simple linear regression since the objective was to

investigate how a student's sense of belonging in school relates to their academic

motivation. The study did not demonstrate any manipulation of variables, use of

treatment groups, or intervention for the study. Thus, this was also a non-experimental

quantitative study.

Participants and Sampling Method

The participants of the study were the undergraduate students of Xavier

University - Ateneo de Cagayan. The selection of these students was based on the study's

focus on the college setting. More specifically, the study examined the concepts of school

belongingness and academic motivation among undergraduates in a Post-Covid situation.

Adapting Anderson’s study (2010), a total of 307 college students, particularly the 2nd to

4th year students, were chosen for this study, employing a convenience sampling method

wherein the researchers selected the participants based on their availability and

accessibility, thereby making the data collection more feasible. The researchers sent

invitations to the undergraduate students via Facebook Messenger and social media

postings of infographics.

Measures

A quantitative study on concepts of school belongingness and academic

motivation was used to gather information from the participants. The researcher adapted

a scale that was relevant to the study's objectives and research questions. The questions

focused on the Academic Motivation Scale College Version (AMS-C 28) and the Sense
 12

of Belonging Scale - Revised (Hoffman et al., 2002).

The Sense of Belonging Scale (SOBS) was developed by Hoffman et al. (2002)

which assesses the students’ perception of belonging and being related to their respective

institutions as a whole. The revised scale utilizes 26 questions that were organized into 4

subscales (perceived peer support, perceived classroom comfort, perceived isolation, and

perceived faculty support) although the researchers decided to omit the 4th subscale as

the research only focused on a classroom setting due to the limitations of interactions

during online learning and with hybrid learning which was supported by study from Avci

(2023) which stated that the aspect of faculty and staff relations, encompassing university

affiliation, support, and acceptance, received the lowest score among the subscale in

terms of a sense of belonging. The reduced level of connection with faculty and staff may

be attributed to the absence of in-person class interactions with instructors during the

pandemic, as highlighted by Daniel (2020). The prioritization of socialization agents,

such as friendships, social networks, and social activities, was more pronounced among

university students compared to their association with faculty or staff, as emphasized by

Boda et al. (2020). Many studies have also consistently argued that online classes

frequently suffered from a lack in student interactions (e.g. Aboagye et al., 2020;

Aguilera-Hermida, 2020; Lorenza & Carter, 2021; Oliveira et al., 2021) thus resulting in

16 items only.

This measurement has a 5-point Likert scale response where respondents rate

their agreement on a scale from 1 (completely untrue) to 5 (completely true). This scale

was specifically designed in assessing the belonging and school membership of first year

college students. However, despite the scale being made for first year college students,
 13

the researchers deemed that the scale is fitting for the study as its underlying concepts

and measurement items can still be relevant and applicable to all undergraduate college

students. The internal consistency of the subscales is as follows: Perceived Peer Support

(= .89), Perceived Classroom Comfort (= .92), Perceived Isolation (= .85), and Perceived

Faculty Support ( = .89). Although deemed important, the researchers did not aim to look

for each subscale but the overall sense of belongingness. In terms of students' sense of

belongingness, the study's results show a mean of 3.73 on a 1 to 5 scale, indicating a

generally strong sense of belongingness. The accumulated standard deviation of 0.707

suggests that scores tend to be close to the mean with less variability in responses,

affirming an overall positive sense of belongingness among respondents. Furthermore,

the researchers examined the degree of freedom of this scale and obtained 2.08 which is

less than 3 indicating that it is an acceptable fit. Additionally, the CFI and TLI, had 0.958

and 0.950 respectively, which are greater than 0.90, suggesting that it is also an

acceptable fit (See Appendix D, Table E7.1 and E7.2).

The Academic Motivation Scale College Version (AMS-C 28) is a scale

developed by Vallerand et al. (1993). It is a 7-point Likert scale self-report questionnaire

where respondents rate their agreement on a scale from 1 (does not correspond at all) to 7

(corresponds exactly). This tool was used to evaluate the level of individuals' motivation

in participating in academic activities and assignments, while also exploring the

underlying factors driving their motivation. The AMS is based on the self-determination

theory, which suggests that individuals possess three fundamental psychological needs:

autonomy, competence, and relatedness. The AMS comprises 28 items, organized into

seven subscales that includes various aspects such as intrinsic motivation for knowledge,
 14

intrinsic motivation for achievement, intrinsic motivation for stimulation, identified

regulation, external regulation, introjected, and amotivation.

In relation to this, respondents exhibit a high level of academic motivation, with a

mean score of 5.44 on a 1 to 7 scale. The standard deviation of 0.947 indicates a

relatively consistent level of academic motivation among respondents. These findings

suggest that respondents are highly motivated to succeed in their academic studies, a

positive outcome given the strong predictive value of academic motivation for academic

success. For the reliability test, the AMS garnered a good test-retest reliability with a

correlation range from .70 to .90. and a mean test-retest correlation of .79. The Cronbach

Alpha Reliability Test was also used, Vallerand et al. (1993) suggested that a α = .71 to

.92 is considered acceptable. Furthermore, the researchers examined the degree of

freedom of this scale and obtained 2.53 which is less than 3 indicating that it is an

acceptable fit. Additionally, the CFI and TLI, had 0.914 and 0.901 respectively, which are

greater than 0.90, suggesting that it is also an acceptable fit (See Appendix D, Table E8.1

and E8.2).

The researchers also examined the reliability statistics for Belongingness Scale

with a M=3.73 and a SD=0.707. Subsequently, the Belongingness Scale indicates that it

has a good internal consistency (α=0.892) and the items in the belonging scale are

reliably measuring the same underlying construct. On the other hand, the reliability

statistical data of the Academic Motivation obtained a mean and standard deviation of

5.44 and 0.945, respectively. The Cronbach alpha of the Academic Motivation Scale is

0.937 which could mean that it has an excellent internal consistency and its items are

highly correlated since it reached greater than 0.9.

 15

A scatterplot and box plot (See Appendix D, Figures E3, E11, and E12) was

employed by the researchers to be able to get the visual presentation of the responses

from the participants. The dots representing the participants are a little bit spread out and

the imaginary oval is very wide, however it can be seen that it produces a

lower-left-to-upper-right pattern which indicates that there is a positive correlation

between the two variables. As it can be seen in the plots, there are outliers that were seen

in the plots however, the researchers decided to not remove them since they weren’t the

problematic, extreme outliers and were just natural outliers thus did not impose any risks

to the data or the study.

Procedure

The procedure of data gathering was conducted confidentially and systematically

by observing the following process: First, the researchers applied for approval to acquire

clearance from the University’s Institutional Research Ethics Board (IREB) and

submitted the essential documents for safeguarding ethical considerations.

Considering the move of Xavier Ateneo to have a full face-to-face academic setup

in the academic year, the researchers conducted the study using online platforms by

posting advertisements in Facebook and Instagram. Online advertisements was the

medium used to attract and invite potential participants. Moreover, to maximize the

OnSite academic setting, the researchers also invited students through personal

interactions. To ensure that the communication is uniform, the researchers created a script

in order to communicate clearly with the participants. The researchers ensured that in

both online and face-to-face advertisement, a short comprehensive briefing was

 16

conducted to enforce participants that their personal information was kept private and

anonymous.

The interested participants freely joined to participate by providing the necessary

information in the Google form attached in the advertisement prepared by the

researchers. The Google form contained the Informed Consent Form that informed the

participants about their rights as participants to refuse or withdraw from the study.

Furthermore, the Informed Consent also contained the background of the study,

procedure, materials, duration of answering the survey, risks and benefits, and

confidentiality. At the end of the informed consent, the contact information of the group

representative was presented to address potential inquiries and concerns by the

participants about the procedure.

Simple Linear Regression Analysis

To analyze the data gathered from the study, the researchers used simple linear

regression analysis as a statistical tool for this study. The simple linear regression

analysis allowed the researchers to investigate the two variables that we have namely, the

sense of belongingness and the academic motivation of the students. The simplicity of

focusing on one single independent variable and a dependent variable would help in

improving the clarity of the analysis and the capacity for the researchers to effectively

explain the results.

The simple linear regression analysis also provided the researchers with precise

measures of the strength and direction of the relationship between the variables. As each

unit change in the independent variable, the derived regression coefficient, also known as

the slope, quantifies the average change in the dependent variable, the researchers were
 17

able to gauge the effect's size and established the relationship's practical importance.

With all that was mentioned, the researchers were able to make accurate predictions and

forecasts based on the observed relationship.

The statistical spreadsheet software, Jamovi, was used by the researchers in aiding

them in formulating and interpreting the statistical data needed for the study. Normality

tests such as Shapiro-Wik were administered to determine the normality of the presented

data. Moreover, inferential statistics, specifically, the Pearson Correlation Coefficient (r)

was employed to analyze the data after the preliminary analysis. Using this statistical

instrument, the researchers were able to recognize the result of the data and establish if

there is a relationship between students’ sense of school belongingness and their

academic motivation in the OnPlus setting.

Ethical Considerations

Purpose of the Research

This undergraduate thesis proposal observed and adhered to the ethical standards

for research established by the Kinaadman University Research Office (KURO) of Xavier

University – Ateneo de Cagayan. Following the completion of the thesis proposal

defense, the researchers submitted their thesis proposal, application for protocol review

form (REB Form 10-A), and other forms relevant to the ethical considerations subjecting

the method and design of this research to the office on July 20, 2023.

Participant Selection

The primary participants of the research were a number of at least 300 students

needed for the study and the student participants were incoming sophomore and junior
 18

students who have experienced the hybrid modality implemented in the previous

academic year. This study did not include freshmen students and other students that were

below and beyond the age group stated above.

Voluntary Participation and Obtaining Informed Consent

Participation in this study was highly and strictly voluntary. Prior to the

distribution of informed consent forms, the researchers clearly emphasized in their

endorsement that the participation was voluntary and that the potential participants were

verbally informed about the necessity of this matter. Consequently, an informed consent

containing all the necessary information of the study’s purpose, procedure, benefits, and

risks was provided to the selected participants via Google forms. For their participation to

be accepted, the interested volunteer participants provided their electronic and names.

The consent forms were reserved in a Google drive folder by the researchers.

Procedure and Duration

1. The participants were randomly chosen for the study either via messenger or

face-to-face interaction. The selected participants were part only in data gathering

where your data would be used for the results and data analysis in determining the

role of the student’s sense of school belongingness to their academic motivation.

A. In contacting the participants via messenger, their privacy could have been

compromised as we obtained their personal information through the

school colleges in order for the researchers to contact them.

B. In getting participants through face-to-face interactions, the researchers

scouted the school for participants and approached anyone if they consent.

Through this method, the potential participants may have evoked strong
 19

feelings such as discomfort and the desire to comply with our request due

to being asked on the spot.

2. In approaching the participants, through online or face-to-face, the researchers

gave a short introduction and information about their study. Once the participants

consented to partaking in the study, the researchers gave them an Information and

Consent Form to which they took time in reading through it. The selected

participants were part only in data gathering where your data would be used for

the results and data analysis in determining the role of the student’s sense of

school belongingness to their academic motivation. If they experienced any sort

of discomfort, they were given the chance to approach the researchers about it and

disqualify their entry into the study.

3. After the completion of the ICF, the participants were then given the survey

questionnaires that took up only 10-15 minutes of their time. The questions

involved the participants to rate and answer items that are in line with the study's

objectives thus could have raised some uncomfortable feelings and if they wished

to stop participating, they were free to do so.

4. The data gathered by the researchers was only used for academic purposes and

was not shared to anyone outside the group and the advisor. The information that

the participants have given were strictly confidential and the forms did not include

any other personal information aside from their basics such as names, age, gender,

year level and others . Those who were not the researchers were not able to view

your information and the data was stored on a private document that was only

accessible to the researchers and the research adviser. The data would remain with
 20

the researchers for a period of 5 months, starting from August until December,

thus after the completion of the study the files and data would be permanently

deleted to avoid misuse of information.

Risks of Participation

There were only minimal risks that arose throughout the duration of the

experiment. In answering the questionnaires, the participants may feel exhaustion as the

researchers have two (2) questionnaires in measuring the two variables involved in the

study. The questions asked on the questionnaires will include questions that may evoke

strong emotions or discomfort regarding one’s sense of belongingness. Furthermore, in

light of the fact that the study will use google forms in gathering data, there might be a

rise of connectivity issues that might discomfort the participants. The participants may

also feel discomfort receiving messages from the researchers in Gmail and Messenger.

There are no physical risks present. In addressing the risks, the researchers have decided

to limit the time in answering the survey of maximum 15 minutes to not exhaust and not

cause any discomfort to the participants.

Withdrawal Criteria

The participants had the right to withdraw from the study anytime and anywhere

without any negative repercussion. Their participation can also be terminated if they

cannot or will not adhere to the amendments proposed in the study. The participants had

the right to raise their concerns and inquiries to the researchers if they experienced

discomfort in answering the questions for measuring the Sense of Belongingness, which

have been reviewed by the tapped Licensed Psychometrician. To further cater the needs
 21

of the participants, the researchers prepared a scheduled appointment with the Licensed

Psychometrician to guide the researchers in forwarding the referral of the participants to

assist them during the duration of the study, if necessary .

Benefits of Participation

The participants can benefit from the result of the study as they can ask the

researchers about the findings of the study when preferred to. However, participants did

not receive monetary reward or any other kind of compensation or personal benefits.

Their active involvement and participation made a valuable contribution to the progress

of research that investigated the connection between an individual's sense of school

belonging and their motivation to excel academically in the post-Covid higher education

setting.

Confidentiality and Anonymity

All information acquired for this study was kept secret in a safe and confidential

online folder to which only the researchers, the mentor (if requested), and the

professional psychometrician hired by them have access. The researchers highlighted that

no personal information has been employed in data gathering or assessing findings to

maintain anonymity. Personal information obtained and processed from the participants

were utilized to determine or verify any issues or concerns raised in the queries so that

the researchers may solve any prospective processing session demands.

Data Management and Storage Plan

All the accumulated files and data in the study were kept as soft copies unless a
 22

physical copy of the raw and aggregated forms of the files will be requested by the

research adviser or the panelists. One of the researchers was able to safeguard all the soft

copies in the researcher’s Google file drives that were accessible only to the members via

a privately shared link . The Google folder could only be accessed through the use of

student email accounts and in an encrypted USB flash drive. The principal investigator of

the study was the only one to have access to the flash drive and ensured that it was stored

in a secured location. The researchers’ thesis adviser was able to view the aggregated

forms of the data encoded on Google Sheets or Jamovi, however, the thesis adviser did

not have access to the raw data. As for the participants, they did not have access to the

raw data, however the participants could request for a summary of the result and its

aggregate version. After the completion of the study, the data was deleted from both

online storage and flash drive.

Language Used in the Study

The study used the English language for the informed consent forms, participation

information sheet, and measures. Taking into consideration that participants are

undergraduate students wherein they were exposed to the English language being utilized

as the main instructional language for teaching, the researchers had confidence that no

problem was encountered. However, inquiries transpiring in email with the participants

were in English, Filipino, or their local language.

Role of Researchers or Primary Investigators

The researchers assisted the participants with all their inquiries, monitor the data,

and ensure that all the data and forms are secured and placed in correctly assigned

folders. The researchers reported their findings accurately and clearly, representing the
 23

data gathered without any bias or distortion. The researcher guaranteed that all

contributors, including participants and earlier researchers whose work has been

mentioned, receive proper credit. The researchers took precautions to protect volunteers

from any physical, psychological, or emotional harm. They ensured that the study design

and procedures did not cause undue stress or harm to participants, and addressed any

adverse effects that occurred throughout the study as soon as possible.

Rights and Responsibilities of Participants

The participants had the right to withdraw from participating in the study anytime

and anywhere without any negative apprehension. They were given the opportunity to

raise their inquiries and were addressed by the researchers. If they were feeling

discomfort during the process, the researchers referred them to the Licensed

Psychometrician. Moreover, to respect the participants’ privacy, the researchers stored the

data and forms in different folders in Google Drive that were accessible only to

researchers.

Declaration of Conflict of Interest

The research members involved in the study affirm that there was no conflict of

interest that compromised the impartiality or integrity of the research process or findings.

The student researchers were committed to maintaining impartiality and adhering to

ethical principles.

Researchers’ Details and How to Contact Researchers

The researchers were contacted via a provided phone number or email through

their group representative. During the period for participant recruitment, the group

representative’s school email address was attached to the advertisement as well as in the
 24

consent forms given. The contact information was able to address all the possible

concerns and inquiries raised by the participants.

RESULTS

This section presents statistical findings of the study. The study aims to

investigate whether students’ sense of school belongingness has a predictive relationship

with their academic motivation. Online survey questionnaires were provided to 307

undergraduate second year, third year, and fourth year students. In gathering these

participants, a criteria was considered for them to be qualified in the study such as they

should be upperclassmen students taking up any undergraduate course in Xavier

University - Ateneo de Cagayan during the OnPlus setting, within the age range of 18-25

years old.

Data Analysis

Table 1

Model Summary of the Predictive Relationship of Sense of Belongingness and Academic

Motivation

Model R 𝑅
2

1 0.445 0.198

Table 1 presents the fit measures for the linear regression model, revealing an R

value of 0.445, signifying a moderate positive correlation between the sense of

belongingness and the academic motivation. The R² value of 0.198 indicates that the
 25

model accounts for 19.8% of the variance in the dependent variable. The remaining

80.2% can be explained by other factors that were unexplored in this study.

Table 1.2

Correlation Matrix

Belongingness Academic Motivation

Academic Motivation Pearson's r 0.445*** -

df 305 -

p-value < .001 -

Spearman's rho 0.416*** -

df 305 -

A correlation matrix was used by the researchers in order to determine the

relationship between two variables in our study which are the students’ sense of school

belongingness and their academic motivation. As seen in Table 1.2, the Pearson’s r is

.445 which indicates that the two variables have a moderate positive correlation. The

p-value is valued at < .001 which suggests that our data is considered to be highly

significant and that the probability of observing the test statistic under the null hypothesis

is extremely low. Thus rejecting the null hypothesis due to very strong evidence against

the null hypothesis.

DISCUSSION

The results showed that, to some extent, the sense of school belongingness in the

Onplus setting has impacted their academic motivation. In the context of the students,
 26

this predictive relationship suggests that, to some extent, a sense of belongingness is

associated with academic motivation. Despite the modest positive correlation identified

in the study, it is crucial to recognize that school belongingness, while not the sole

determinant, holds significance in shaping a student's motivation. It is noteworthy that

other influential factors such as parental support, teacher support, and individual

characteristics also contribute significantly to this motivational landscape (Allen et al.,

2018).

Importantly, whether through direct or indirect pathways, the study reaffirms the

notable relationship between sense of school belongingness and academic motivation.

Research conducted by Anderman (2002), Battistch (1995), and Goodenow (1993)

further supports this connection, demonstrating a link between academic success and a

sense of belonging. These studies, encompassing diverse perceptions of belonging within

broader populations, offer valuable insights into the intricate relationship between

belonging and academic achievement. While belonging is deemed crucial for students

across all age groups and grades (Osterman, 2000), there are also other factors that can be

attributed to one’s academic motivation such as parental involvement (Darling et al.,

2011; Steward & Suldo, 2011), socioeconomic factors (Darling et al., 2011; Eddowes,

1993), home environment (Esmaeili et al., 2011), ethnicity (Nichols, 2006), intrinsic

factors such as interest, ambition, aspiration, awareness, and more (Fitriyani, Fauzi, &

Sari, 2020; Simamora, 2020). Unfortunately, the current study only involved a small

group of undergraduate students, limiting the inclusion of diverse perspectives.

Going back to the theoretical framework used in the study, Strayhorn’s Sense of

Belonging Model highlighted the comprehensive understanding of the concept of sense

 27

of belonging and the influence it has on the student’s academic motivation. In the theory,

Strayhorn (2012) suggests that the fundamental human need for a sense of belonging

extends to college students, emphasizing the important role of belonging in their

well-being and motivation. An aspect in the model that Strayhorn emphasized was the

importance of social integration in building a sense of belonging (Strayhorn, 2012) and if

students struggle to form meaningful connections with their peers or instructors in the

Onplus setting, their sense of school belonging may be diminished which would greatly

affect their motivation to engage academically (Flaskerud, 2022; Loades et al., 2020;

Holt-Lunstad, 2015). In the absence of face-to-face interactions, it does not only alter the

dynamics of their learning experiences but also contribute to the decline in the level of

social support that they would usually get from both teachers and peers thus hindering the

natural development of social connections for the students (Larsen et al., 2022).

Looking into this further, Besser, Flett & Zeigler-Hill (2020) have stated that

students undergoing online learning experienced elevated stress levels, diminished

motivation, and a reduced sense of school belonging when compared to face-to-face

learning. Another study by Chiu (2021) gave light to students’ perception about how they

view online education which they see as a hindrance in establishing meaningful

relationships with classmates, teachers, and school community. As the students grappled

with the disruptions and limitations associated with remote education the deteriorated

ability to form or continue social relationships, in turn, have been carried on through the

Onplus setting. As mentioned by Pietrabissa & Simpson (2020), it is one of the

consequences of being socially isolated in which the students have brought with them in

entering the Onplus set-up. This lack of ability to form bonds in the school setting could
 28

be supported along with the result of our study that although the sense of school

belongingness has an impact on student’s academic motivation, the impact on it on their

motivation is not as intense compared to their motivation before the pandemic caused

learning settings. According to Šeboková & Uhláriková (2023), compared to traditional

face-to-face instruction, the online learning environment, characterized by the absence of

physical interaction, direct communication, and emotional support, poses a challenge in

fostering relationships and cultivating a strong sense of school belonging. This is

particularly pronounced for first year students, who face an additional burden during the

transition and adaptation to the new environment (Šeboková et al., 2018). However, the

first, two, or three years of the students have stayed in the comfort of their home for the

most times, not allowing them to crave the sense of belonging in an environment that

never existed beyond the screen of their gadgets (Brailovskaia & Margaf, 2021; Ellis et

al., 2020; Twenge et al., 2019).

The cause of why we had the online and hybrid learning setting was

unforeseeable. It only gave little room for the institution, the educators, and most

especially the students to adjust from the usual norm that they were all used to. One of

these norms is the formation of relationships at the start of the student’s school year, in

this case, college years, and feel belonged in an environment which most students will

consider their home for a few years. According to Marler et al. (2021) academic

motivation is one of the key roles that is in play in a student's academic success and that

sense of belongingness is one of the academic motivators and when students experience

sense of belonging within a university community and receive social acceptance from

peers, faculty members, and the institution as a whole, there is a heightened likelihood of
 29

increased motivation to engage in learning activities even during in the face of

challenging circumstances such as a pandemic, where physical separation becomes a

prevalent factor.

The findings accentuate significant implications to the broader educational

environment. Initially, it provides a distinct perspective on the substantial impact that

school belonging continued to exert on students' motivation, even in the aftermath of the

pandemic which has significantly influenced various aspects of university students' lives,

encompassing changes in living conditions, financial challenges, heightened reliance on

technology, reduced academic opportunities and resources, and shifts in social

interactions (Daniel, 2020). In regards to this study, the sense of belonging is susceptible

to changes as conditions change as well, and one may observe fluctuations even within

brief moments (Gillen-O’Neel, 2021).

Now that the situation is going back to what everyone used to, the study wanted to

know if going back also meant for the sense of belongingness in getting its way back as a

big player in the academic motivation of the students. This study suggests that despite the

changes that the academic learning and learners in Xavier University went through, the

sense of school belongingness prevailed in showing the importance it gives for the

students to be academically motivated up to some extent. Given the critical role of social

connectedness in shaping the sense of belonging within the university environment, there

exists a significant opportunity for educational institutions, particularly educators and

lecturers, to actively contribute to the cultivation of students’ belongingness which might

involve the strategic implementation of targeted approaches designed to enhance

socializing and foster group cohesion (Tastan, 2022). The study gives us a lens to be able
 30

to peek into the future suggesting that in the time of unprecedented events and we have to

go through change in our academic setting, maintaining the institution’s welcoming

environment and producing ways for the students to feel belonged is of essence.

CONCLUSION

It is undeniable that COVID-19 pandemic has affected many universities worldwide

directly and indirectly. With the return of the full face-to-face academic setup from the

implementation of online learning, there has been an interest with regards to the status of the

sense of belongingness of students and their academic motivation. The current study showed

a significantly moderate positive correlation which concludes that students’ sense of

belongingness remained essential during the pandemic, where students are physically limited

from meeting new friends and peers as well as being deprived from the dynamics of

face-to-face academic interactions; this was then carried on after the resumption of full

face-to-face academic setup, now with the presence of all the dynamics of a campus

environment. Thus, this suggests that in the context of the OnPlus setting, a sense of

belongingness remained to be one of the many factors that influence students’ academic

motivation.

Furthermore, students who feel a deep connection to their school environment are

more likely to exhibit key motivating behaviors. These behaviors encompass anticipating

success, placing value on their school work, and taking the initiative to seek out

additional learning opportunities. This supports the notion that a student's sense of

belonging at school is only one component in understanding and promoting motivation.

With this, the result of the study can be utilized to implement effective strategies to boost the

sense of belongingness of students and strengthen their confidence related to academic

 31

motivation and academic success, acknowledging the idea that the approaches used are more

conceptually refined and empirically detailed.

LIMITATIONS AND RECOMMENDATIONS

Our study underlines the relevance of students’ sense of school belongingness and

academic motivation during the post-pandemic implementation of the full face-to-face

academic setup. With this, despite being able to achieve its objectives, there are still

limitations that can be observed from the study. It is important to bear in mind that the

findings are based on a single university hence it is difficult to generalize these findings

to other different universities due to varying academic communities. Nonetheless, future

research should take samples from several universities to test whether the relationship of

sense of school belongingness and academic motivation differ across institutions or

whether the norms are universal.

Furthermore, considering that the objective of this study delves on post-pandemic

academic setup, the researchers had limited studies to verify the claims. Hence, future

researchers could replicate the study with more latest studies to back the data. Future

researchers may also find it beneficial to explore additional factors beyond school

belonging that affects the students' academic motivation. This recommendation is

prompted by the study’s outcome, which indicated a significant moderate positive

correlation between school belonging and student motivation. There is still a remaining

80.2% variance that was unanswered in the study which could give researchers the

opportunity to uncover additional variables that may significantly contribute or diminish

a student's academic motivation. A comprehensive investigation into the various

 32

contributing elements could provide an in-depth understanding of the intricate interplay

between different factors and their impact on the students’ motivation level.

Moreover, since sense of belongingness, as a variable, is not constant as it might

be influenced by environmental factors such as the recent pandemic (Avci, 2023), future

researchers could employ longitudinal design to learn how sense of belongingness

changes throughout the years. In relation to this, self-reported data was collected at a

single point in time, it would be more advantageous if future researchers could conduct it

at multiple points of the year to observe changes of their sense of belongingness and

academic motivation.

Another limitation of this study is the exclusion of the first year college students

as participants during data collection. To ensure a more inclusive result, this could be an

avenue for future researchers to conduct study that involves freshmen students. Finally,

the findings of the study can be utilized to implement effective strategies that can boost

the well-being of university students, through enactment of student bills and/or execution

of programs, as well as use the information yielded from this study to elucidate faculty

and professors about the situation of the students and thus strengthen the students’ sense

of belongingness and academic motivation after the resumption of full face-to-face

academic setup.
 33

REFERENCES

Aboagye, E., Yawson, J. A., & Appiah, K. N. (2020). COVID-19 and E-Learning: The
challenges of students in tertiary institutions. Social Education Research,
109–115.

ACUHO-I. (2020). Future of Housing Work Group Considerations for Practice during
COVID-19.
https://www.acuho-i.org/Portals/0/doc/res/acuhoi-future-ofhousing-considerations
-2020.pdf

Aguilera-Hermida, A. P. (2020). College students’ use and acceptance of emergency

online learning due to COVID-19. International Journal of Educational Research
Open, 1, 100011. https://doi.org/10.1016/j.ijedro.2020.100011

Ahn, M. Y., & Davis, H. H. (2023). Students’ sense of belonging and their
socio-economic status in higher education: a quantitative approach. Teaching in
Higher Education, 28(1), 136-149.
https://www.tandfonline.com/action/showCitFormats?doi=10.1080/13562517.202
0.1778664

Allen, K. et al. (2021). Belonging: a review of conceptual issues, an integrative

framework, and directions for future research. Australian Journal of Psychology,
73(1), 87–102. https://doi.org/10.1080/00049530.2021.1883409

Anderson, C. M. (2010). Linking perceptions of school belonging to academic motivation

and academic achievement amongst student athletes: A comparative study
between high-revenue student athletes and non-revenue student athletes (Doctoral
dissertation, UC Berkeley). https://escholarship.org/uc/item/8nt3g57h

Anderman, L. H. (2003). Academic and social perceptions as predictors of change in

middle school students’ sense of school belonging. Journal of Experimental
Education, 72, 5-22.

Antonsich, M. (2010). Searching for Belonging – An Analytical Framework. Geography

Compass. https://doi.org/10.1111/j.1749-8198.2009.00317.x

Araujo, N., D. Carlin, B. Clarke, L. Morieson, K. Lukas, and R. Wilson. (2014).

“Belonging in the First Year: A Creative Discipline Cohort Case Study.” The
International Journal of the First Year in Higher Education 5.
doi:10.5204/intjfyhe.v5i2.240.

Arnett, J. J. (2006). The Psychology of Emerging Adulthood: What Is Known, and What
Remains to Be Known? In J. J. Arnett & J. L. Tanner(Eds.), Emerging adults in
America: Coming of age in the 21st century (pp. 303–330). American
Psychological Association. https://doi.org/10.1037/11381-013
 34

Avcı, M. (2023). Belongingness, social connectedness, and life satisfaction in college

students after COVID-19 pandemic. Journal of Happiness and Health, 3(2),
23-36. https://doi.org/10.47602/johah.v3i2.43

Bandura, A. (1997). Self-efficacy: The exercise of control. New York, NY: W. H.

Freeman.

Baumeister, R. F., & Leary, M. R. (1995). The need to belong: Desire for interpersonal
attachments as a fundamental human motivation. Psychological Bulletin, 117(3),
497-529.

Battistich, V., Solomon, D., Kim, D., Watson, M., & Schaps, E. (1995). Schools as
communities, poverty levels of student populations, and student attitudes, motives,
and performance: A multilevel analysis. American Educational Research Journal,
32, 627-658.

Brailovskaia, J. & Margraf, J. (2021). The relationship between burden caused by

coronavirus (COVID-19), addictive social media use, sense of control and
anxiety. Comput. Hum. Behav. 119, 106720.

Besser, A., Flett, G. L., & Zeigler-Hill, V. (2020). Adaptability to a Sudden Transition to
Online Learning During the COVID-19 Pandemic: Understanding the Challenges
for Students. Scholarship of Teaching and Learning in Psychology. Advance
online publication. http://dx.doi.org/10.1037/stl0000198

Boda, Z., Elmer, T., Vörös, A., & Stadtfeld, C. (2020). Short-term and long-term effects
of a social network intervention on friendships among university students.
Scientific reports, 10(1), 1-12. https://doi.org/10.1038/s41598-020-59594-z

Buhs, E. S. (2005). Peer rejection, negative peer treatment, and school adjustment:
Self Concept and classroom engagement as mediating processes. Journal of
School Psychology, 43, 407-424

Chiu, T. K. F (2021). Student engagement in K-12 online learning amid COVID-19: A

qualitative approach from a self-determination theory perspective. Interactive
Learning Environments. DOI: 10.1080/10494820.2021.1926289

Corpus J.H., Robinson K.A. and Liu Z. (2022). Comparing College Students’ Motivation
Trajectories Before and During COVID-19: A Self-Determination Theory
Approach. Front. Educ. 7:848643. doi: 10.3389/feduc.2022.848643

Daniel, S. J. (2020). Education and the COVID-19 pandemic. Prospects, 49(1), 91-96.
https://doi.org/10.1007/s11125-020-09464-3
 35

Darling, S., Kleiman, I. & Larocque, M. (2011). Parental Involvement: The missing Link
in School Achievement. Preventing School Failure, 55, 115-122.

DeNiro, M. (2021). ACUHO-I to Governor, January 27, 2021 [Letter].

https://www.acuho-i.org/Portals/0/doc/acuhoi-governor-letter-2021.pdf

Eccles, J. S., Wigfield, A., & Schiefele, U. (1998). Motivation to succeed. In W. Damon
& N. Eisenberg (Eds.), Handbook of child psychology. New York, NY: Wiley.
Retrieved from http://psycnet.apa.org/psycinfo/2005-03132-015

Eccles, J. S. (2004). Schools, academic motivation, and stage-environment fit. In R. M.

Lerner & L. Steinberg (Eds.), Handbook of adolescent psychology (2nd ed., pp.
125–153). Hoboken, NJ: Wiley

Eddowes, E. A. (1993). Education of younger homeless children in urban settings.

Education and Urban Society, 381-393

Ellerbrock, C. R., & Kiefer, S. M. (2013). The interplay between adolescent needs and
secondary school structures: Fostering developmentally responsive middle and
high school environments across the transition. High School Journal, 96(3),
170–194.

Ellis, W.E. et al. (2020). Physically isolated but socially connected: Psychological
adjustment and stress among adolescents during the initial COVID-19 crisis. Can.
J. Behav. Sci. Rev. Can. Des Sci. Du Comport. 52, 177–187.

Esmaeili, N., Juhari, R., Manson, M. &Yaacob, S. (2011). Post-divorce Parental Conflict
Economic Hardship and Academic Achievement among Adolescents of Divorced
Families. Asian Social Science, 7, 119-124.

Faircloth, B.S., Hamm, J.V. (2005). Sense of belonging among high school students
representing 4 ethnic groups. J Youth Adolescence, 34, 293–309
https://doi.org/10.1007/s10964-005-5752-7.

Finn, J. D. (1989). Withdrawing from school. Review of Educational Research, 59,

117–142

Fitriyani, Y., Fauzi, I., & Sari, M. Z. (2020). Motivasi belajar mahasiswa pada
pembelajaran daring selama pandemik Covid-19. Jurnal Kependidikan: Jurnal
Hasil Penelitian dan Kajian Kepustakaan di Bidang Pendidikan, Pengajaran dan
Pembelajaran, 6(2), 165-175.

Flaskerud, J.H. (2022). Post-Pandemic Psychosocial Issues. Issues Ment. Health Nurs.
44, 130–133.
 36

Flook, L., Repetti, R. L., & Ullman, J. B. (2005). Classroom social experiences as
predictors of academic performance. Developmental Psychology, 41(2), 319-327.

Ford, M. E. (1992). Motivating humans: Goals, emotions, and personal agency beliefs.
Thousand Oaks, CA: Sage. doi:10.4135/9781483325361

Freeman, T. M., Anderman, L. H., & Jensen, J. M. (2007). Sense of belonging in college
freshmen at the classroom and campus levels. The Journal of Experimental
Education, 75(3), 203-220.

Gillen-O’Neel, C., & Fuligni, A. (2013). A longitudinal study of school belonging and
academic motivation across high school. Child Development, 84(2), 678–692.
doi:10.1111/j.1467-8624.2012.01862.

Gillen-O’Neel, C. (2019). “Sense of Belonging and Student Engagement: A Daily Study

of First- and Continuing-generation College Students.” Research in Higher
Education. doi:10.1007/s11162-019-09570-y.

Goodenow, C. (1993). The psychological sense of school membership among

adolescents: Scale development and educational correlates. Psychology in
Schools. 30, no. 1, 79-90.

Goodenow, C., and Grady, K. E. (1993). The relationship of school belonging and
friends’ values to academic motivation among urban adolescent students. J. Exp.
Educ. 62(1): 60–71.

Hagerty, B. M. et al. (2002). Childhood antecedents of adult sense of belonging. Journal

of Clinical Psychology, 58(7), 793–801. https://doi.org/10.1002/jclp.2007

Haleta, Y., Filonenko, O., Ratsul, O., Ratsul, A., & Babenko, T. (2021). The Main
Factors Influencing the Socialization of Students in PostPandemic Period.
Postmodern Openings, 12(3), 245-256. https://doi.org/10.18662/po/12.3/338

Hoffman, M.B., Richmond, J.R., Morrow, J.A., & Salomone, K. (2002-2003).

Investigating “sense of belonging” in First-Year college students. Journal of
College Student Retention, 4(3), 227-256.

Holt-Lunstad, J. et al. (2015). Loneliness and social isolation as risk factors for
mortality: A meta-analytic review. Perspect. Psychol. Sci. 10, 227–237.

Janosz, M. et al. (2008). School engagement trajectories and their differential predictive
relations to dropout. Journal of Social Issues, 64, 21–40.

Jimerson, S. R., Campos, E., & Greif, J. L. (2003). Toward an Understanding of

Definitions and Measures of School Engagement and Related Terms. California
School Psychologist, 8, 7–27. https://doi.org/10.1007/BF03340893
 37

Jose, P. E., Ryan, N., & Pryor, J. (2012). Does social connectedness promote a greater
sense of well-being in adolescence over time? Journal of Research on
Adolescence, 22(2), 235–251. doi:10.1111/j.1532- 7795.2012.00783.x.

Korpershoek, H. et al. (2020). The relationships between school belonging and students'
motivational, social-emotional, behavioural, and academic outcomes in
secondary education: a meta-analytic review. Research Papers in Education,
35(6), 641-680. https://doi.org/10.1080/02671522.2019.1615116

Larsen, L.et al. (2022). The impact of school closure and social isolation on children in
vulnerable families during COVID-19: A focus on children’s reactions. Eur. Child
Adolesc. Psychiatry 2022, 31, 1–11.

Law, P. C., Cuskelly, M., & Carroll, A. (2013). Young people’s perceptions of family,
peer, and school connectedness and their impact on adjustment. Australian
Journal of Guidance and Counselling, 23(1), 115–140. doi:10.1017/jgc.2012.19.

Leary, M. R., & Kelly, K. M. (2009). Belonging motivation. In M. R. Leary & R. H.

Hoyle (Eds.), Handbook of individual differences in social behavior (pp.
400–409). The Guilford Press.

Linnenbrink, E. A., & Pintrich, P. R. (2001). Multiple goals, multiple contexts: The
dynamic interplay between personal goals and contextual goal stresses. In S.
Volet & S. Jarvela (Eds.), Motivation in learning contexts: Theoretical and
methodological implications (pp. 251-269). Elmsford, NY: Pergamon Press.

Loades, M.E. et al. (2020). Rapid systematic review: The impact of social isolation and
loneliness on the mental health of children and adolescents in the context of
COVID-19. J. Am. Acad. Child Adolesc. Psychiatry 2020, 59, 1218–1239.

Lockwood, P. et al. (2002). Motivation by positive or negative role models:

regulatory focus determines who will best inspire us. Journal of personality and
social psychology, 83(4), 854.

Lorenza, L., & Carter, D. (2021). Emergency online teaching during COVID-19: A case
study of Australian tertiary students in teacher education and creative arts.
International Journal of Educational Research Open, 2–2, 100057.
https://doi.org/10.1016/j.ijedro.2021.100057

Mainzer, T. (2021). College stress culture and the glorification of “being busy”. The
Hilltop Monitor. Retrieved at
https://hilltopmonitor.jewell.edu/college-stress-culture-and-the-glorification-of-be
ing-busy/
 38

Marler, E. K. et al. (2021). The Impact of COVID-19 on University Students’ Academic

Motivation, Social Connection, and Psychological Well- Being. Scholarship of
Teaching and Learning in Psychology. Advance online publication.
http://dx.doi.org/10.1037/stl0000294

Maslow, A. H. (1954). The instinctoid nature of basic needs. Journal of Personality,

22(3), 326-347.

Maslow, A. H. (1954). Motivation and Personality. New York: Harper.

Maunder, R. E. (2018). “Students’ Peer Relationships and Their Contribution to

University Adjustment: The Need to Belong in the University Community.”
Journal of Further and Higher Education 42: 756–768.
doi:10.1080/0309877X.2017.1311996.

McKellar, S.E. & Wang, M.T. (2022). Adolescents’ daily sense of school connectedness
and academic engagement: Intensive longitudinal mediation study of student
differences by remote, hybrid, and in-person learning modality. University of
Pittsburgh. https://doi.org/10.1016/j.learninstruc.2022.101659

Mignone, P. O. (2023). Sense of Belonging in the Time of COVID-19: Examining the

Role of Friendships (Order No. 30488665). Available from Publicly Available
Content Database. (2828252367).

Murphy, M. C. & S. Zirkel. (2015). “Race and Belonging in School: How Anticipated
and Experienced Belonging Affect Choice, Persistence, and Performance”.
Teachers College Record 117: 1–40.

Nichols, S. (2006). Teachers and students’ beliefs about student belonging in one middle
school. The Elementary School Journal. Vol. 106.

Ni, Y. & Jia, F. (2023). Promoting Positive Social Interactions: Recommendation for a
Post-Pandemic School-Based Intervention for Social Anxiety. Children 2023, 10,
491. https:// doi.org/10.3390/children10030491

Nutbrown, C., & Clough, P. (2009). Citizenship and inclusion in the early years:
understanding and responding to children’s perspectives on ‘belonging’.
International Journal of Early Years Education, 17(3), 191–206.
doi:10.1080/09669760903424523.

Oberlin College and Conservatory. (2021). On Being Social. Oberlin College and
Conservatory. Beings. Retrieved at
https://www.oberlin.edu/oberlin-center-convergence/oberlin-center-convergence/l
earning-communities/on-being-social-beings#:~:text=Humans%20are%20social%
20creatures.,emergent%20property%20of%20group%2Dliving.
 39

Oliveira, G., Teixeira, J. G., Torres, A., & Morais, C. (2021). An exploratory study on the
emergency remote education experience of higher education students and
teachers during the COVID-19 pandemic. British Journal of Educational
Technology, 2021, 1–20. https://doi.org/10.1111/bjet.13112

O’Rourke, J., & Cooper, M. (2010). Lucky to be happy: a study of happiness in

Australian primary students. Australian Journal of Educational & Developmental
Psychology, 10, 94–107.
Osterman, K. F. (2000). Students’ need for belonging in the school community. Rev.
Educ. Res. 70(3): 323–367

Palomo, S., & Chagas, M. L. (2022). Sense of school belongingness as a predictor to

student academic motivation. International Journal of Research Studies in
Education, 11(3). https://doi.org/10.5861/ijrse.2022.191

Pedler, M.L., Willis, R. & Nieuwoudt, J.E. (2021): A sense of belonging at university:
student retention, motivation and enjoyment. Journal of Further and Higher
Education, DOI: 10.1080/0309877X.2021.1955844

Pietrabissa, G. & Simpson, S.G. (2020). Psychological Consequences of Social Isolation

During COVID-19 Outbreak. Front. Psychol. 11, 2201.

Pintrich, P. R., & Schrauben, B. (1992). Students’ motivational beliefs and their cognitive
engagement in classroom academic tasks. Student Perceptions in the Classroom,
7, 149-183. Retrieved from http://psycnet.apa.org/psycinfo/1992-97628-006

Pintrich, P. R., & Schunk, D. H. (2002). Motivation in education: Theory, research, and
applications. Upper Saddle River, NJ: Merrill/Prentice Hall.

Pittman, L. & Richmond, A. (2008). University Belonging, Friendship Quality, and

Psychological Adjustment During the Transition to College. The Journal of
Experimental Education, 76:4, 343-362, DOI: 10.3200/JEXE.76.4.343-362

Schiefele, U., Krapp, A., & Winteler, A. (1992). Interest as a predictor of academic
achievement: A meta-analysis of research. In K. A. Renninger, S. Hidi, & A.
Krapp (Eds.), The role of interest in learning and development (pp. 183-212).
Hillsdale, NJ: Lawrence Erlbaum.

Schlossberg, N. K. (1989). Marginality and mattering: Key issues in building community.

New Directions for Student Services, 48(1), 5–15.

Šeboková, G. & Uhláriková, J. (2023). School Belonging in Online Instruction:

Cross-Sectional and Prospective Relationships with Academic Adjustment in
Higher Education Students During the COVID-19 Pandemic. The New
Educational Reviewer. DOI: 10.15804/tner.2023.71.1.01
 40

Šeboková, G., Uhláriková, J. & Halamová, M. (2018). Cognitive and Social Sources of
Adolescent Well-being: Mediating Role of School Belonging. Studia Psychologica,
60(1), 16–29. DOI: 10.21909/sp.2018.01.749

Simamora, R.M. (2020). The Challenges of Online Learning during the COVID-19
Pandemic: An Essay Analysis of Performing Arts Education Students. Journal of
Studies in Learning and Teaching, 1(2), 86-103.

Skinner, E. A., Zimmer-Gembeck, M. J., Connell, J. P., Eccles, J. S., & Wellborn, J. G.
(1998). Individual differences and the development of perceived control.
Monographs of the Society for Research in Child Development, 63, 1-231.
doi:10.2307/1166220

Slaten, C. D. et al. (2016). “School Belonging: A Review of the History, Current Trends,
and Future Directions.” Australian Psychological Society.
doi:10.1017/edp.2016.6.

Steward, T. & Suldo, S. (2011 ). Relationships between Social Support Sources and Early
Adolescents' Mental Health: The Moderating Effect of Student Achievement Level.
Psychology in the Schools, 48, 1016-1032.

Strayhorn, T. L. (2012, 2019). College students’ sense of belonging: A key to educational

success for all students. New York, NY: Routledge.

Suhlmann, M., Sassenberg, K., Nagengast, B., & Trautwein, U. (2018). Belonging
mediates effects of student-university fit on well-being, motivation, and dropout
intention. Social Psychology, 49(1), 16. https://doi.org/10.1027/1864-9335

Taştan, Z. (2022). General Belongingness and Social Connectedness as Predictors of

Group Cohesion in Adolescents' Participation in Team Sports. International
Journal of Pediatrics, 10(6), 16127-16137.
https://doi.org/10.22038/ijp.2022.62956.4807

Terlizzi, E. P., & Villarroel, M. A. (2019). Key findings Data from the National Health
Interview Survey. https://www.cdc.gov/nchs/products/index.htm.

Thompson, H. (2007). The need to belong and student grades: is there a correlation?
http://hdl.handle.net/20.500.12648/4742

Twenge, J.M. et al. (2019). Less In-Person Social Interaction with Peers Among US
Adolescents in the 21st Century and Links to Loneliness. J. Soc. Pers. Relat. 36,
1892–1913.

Umbach, P. D., & Wawrzynski, M. R. (2005). Faculty do matter: The role of college
faculty in student learning and engagement. Research in Higher education, 46(2),
153-184. https://doi.org/10.1007/s11162-004-1598-1
 41

Vallerand, R. J. et al. (1993). Academic motivation scale (ams-c 28) college (cegep)
version. Educational and Psychological Measurement, 52(53), 1992-1993.

Voelkl, K. E. (1997). Identification with school. American Journal of Education, 105,

294–318.

Von Soest, T., Luhmann, M., & Gerstorf, D. (2020). The development of loneliness
through adolescence and young adulthood: Its nature, correlates, and midlife
outcomes. Developmental Psychology, 56(10), 1919– 1934.
https://doi.org/10.1037/dev0001102

Wehlage, G.G., Rutter, R.A., Smith, G.A., Lesko, N., & Fernandez, R.R. (1989).
Reducing the risk: Schools as communities of support. Philadelphia, PA: Falmer
press.

Wentzel, K. R. (2000). What is it that I’m trying to achieve? Classroom goals from a
content perspective. Contemporary Educational Psychology, 25, 105-115.
doi:10.1006/ ceps.1999.1021

Williams, K. C., & Williams, C. C. (2011). Five key ingredients for improving student
motivation. Research in Higher Education Journal, 12, 1-23. Retrieved from
http://www.aabri.com/manuscripts/11834.pdf

Zengilowski, A., Lee, J., Gaines, R. E., Park, H., Choi, E., & Schallert, D. L. (2023). The
collective classroom “we”: The role of students’ sense of belonging on their
affective, cognitive, and discourse experiences of online and face-to-face
discussions. Linguistics and Education, 73, 101142.
https://doi.org/10.1016/j.linged.2022.101142
 42

Appendices
Appendix A (Informed Consent)

Informed Consent Form for the eligible participants, particularly the undergraduate
students of Xavier University - Ateneo de Cagayan between the legal ages of 18 to 25, in
the project for whom this consent is intended.

Sohaiden D. Dimas
Xavier University Ateneo de Cagayan
I Know I Am Not the Only One: Examining the Role of Students’ Sense of School
Belongingness on their Academic Motivation in the OnPlus Setting

PART I: INFORMATION
SHEET

INTRODUCTION
Greetings! Thank you for voluntarily partake in our study: I Know I Am Not the Only
One: Examining the Role of Students’ Sense of School Belongingness on their Academic
Motivation in the OnPlus Setting. It has come to our knowledge that you are one of those
who experienced the subject phenomenon. Hence, you will be given enough time to
carefully decide whether/not you are to participate in the research. Should there be any
concept or jargon that you failed to understand, these will be explained as you advance
through the paper. Moreover, you can also raise any inquiries regarding the study
anytime.

PURPOSE OF THE STUDY

This study is conducted in order to answer the following question:
(1) To explore the predictive relationship between students’ sense of school
belongingness and their academic motivation?

TYPE OF RESEARCH INTERVENTION

You will only be required to read and submit the informed consent, the demographic
survey, and the questionnaire. There will be no interventions involved unless you need
 43

assistance from the researchers in answering the questionnaires, when you wish to stop
participating in the study, or require psychological assistance due to possibly
experiencing uneasiness while partaking in answering the questionnaire.

PARTICIPANT SELECTION
The primary participants of the research shall be students taking up any undergraduate
course in Xavier University - Ateneo de Cagayan, within the age range of 18 - 25 years
old. A number of 300 students are needed for the study and the student participants
should be incoming sophomore and junior students who have experienced the hybrid
modality implemented in the previous academic year. This study will not include
freshmen students and other students that are below and beyond the age group stated
above.

VOLUNTARY PARTICIPATION
This is a voluntary participation so you may volunteer to partake in the study by
answering and submitting the questionnaire and the consent certificate but you are not in
any form forced or pressured to participate in this study. By consenting, you are sharing
your information and data to the researchers and their respective advisors. You have the
freedom to choose whether or not you will take part in the study. If you ever feel the need
to backout, you are free to do so. If the study has already been conducted yet you wish to
revoke your personal information, this can be made possible. Please do get in touch with
the researchers if you relate to any of the aforementioned concerns. Their contact details
will be provided below. Participation may be terminated for the following reasons:
missing information/answers on questionnaires, suspicious patterns of answers found in
the questionnaires or if your answers will be deemed as an outlier in the results of the
study.

PROCEDURES
1. The participants will be randomly chosen for the study either via messenger or
face-to-face interaction. The selected participants will be part only in data
gathering where your data will be used for the results and data analysis to
determine the role of the student’s sense of school belongingness to their
academic motivation.
A. In contacting the participants via messenger, their privacy might be
compromised as we will obtain their personal information through the
school colleges in order for the researchers to contact them.
B. In getting participants through face-to-face interactions, the researchers
will have to scout the school for participants and approach anyone if they
consent. Through this method, the potential participants may evoke strong
feelings such as discomfort and feel the need to comply to our request due
to being asked on the spot.

2. In approaching the participants, through online or face-to-face, the researchers

will give a short introduction and information about their study. Once the
participants have given their consent in partaking in the study, the researchers will
give them an Information and Consent Form that they are expected to read. The
 44

selected participants will be part only in data gathering where your data will be
used for the results and data analysis to determine the role of the student’s sense
of school belongingness to their academic motivation. If they experience any sort
of discomfort, they may approach the researchers about it and disqualify their
entry into the study.

3. After completing the ICF, the participants will be then given the survey
questionnaires that will only take up to 10-15 minutes of their time to complete.
The questions will involve the participants to rate and answer some items that are
in line with the study's objectives thus it may raise some uncomfortable feelings
and if they wish to stop participating, they may freely do so.

4. The data gathered by the researchers will only be used for academic purposes and
will not be shared to anyone outside the group and the advisor. The information
you will give is strictly confidential and the forms will not include your personal
information and names. Those who are not the researchers will never be able to
view your information and the data will be stored on a private document that will
only be accessible to the researchers and the research adviser. The data will
remain with the researchers for a period of 5 months, starting from August until
December, thus after the completion of the study the files and data will be
permanently deleted to avoid misuse of information.

For questionnaire surveys:

The survey questionnaire will be distributed to you via Google Forms as the survey will
be done on an online medium. You may answer the questionnaire personally on your
own, or should you require the assistance in answering then it shall be provided for you.
If you wish to skip a question or do not want to answer the questions at all, you may do
so.

DURATION
In reading, understanding, and answering the Information and Consent forms to
answering the survey and questionnaire, a total of 10-15 minutes may be allotted for the
whole research questionnaire to be completed. Furthermore, the participation in this study
will be in a time-bound manner. The data will remain with the researchers for a period of
5 months, starting from August until December, thus after the completion of the study the
files and data will be permanently deleted to avoid misuse of information.

RISKS
There will only be minimal risks that may arise throughout the duration of the
experiment. In answering the questionnaires, the participants may feel exhaustion as the
researchers have two (2) questionnaires in measuring the two variables involved in the
study. The questions asked on the questionnaires will include questions that may evoke
strong emotions or discomfort regarding one’s sense of belongingness. There are no
physical risks present.
 45

BENEFITS
The participants can benefit from the result of the study as they can ask the researchers
about the findings of the study when preferred to. However, participants will not receive
monetary reward or any other kind of compensation or personal benefits. Your active
involvement and participation will make a valuable contribution to the progress of
research that investigates the connection between an individual's sense of school
belonging and their motivation to excel academically in the post-Covid higher education
setting.

REIMBURSEMENTS
In this study, participation is completely voluntary. It does not include any form of
material or monetary compensation.

CONFIDENTIALITY
Rest assured that all data collected from the participants will be kept strictly confidential
and stored in a secure online folder during the class/semester duration (August to
December of 2023). Only the researchers and the mentor/subject adviser (if requested)
will have access. The researchers would also like to highlight that no personal
information will be employed in data gathering or assessing findings to maintain
anonymity. Personal information obtained and processed from you will only be utilized to
determine or verify any issues or concerns raised in the queries so that the researchers can
solve any potential procedural demands.

SHARING THE RESULTS

The research study will be presented as a major output in our Research in Psychology
(Psy 95.1) class. The content, revisions, progress, and conclusions made will also be
reported to our subject mentor/course adviser for approval and the panel of judges during
the defense. The results of this research study will not include the raw data or any
personal information. The findings and analysis will strictly contain only the scores from
the questionnaire you provided, as anonymity will be upheld throughout the study. If you
want an email/copy regarding the study's findings and your data, the researchers shall
comply with your request.

RIGHT TO REFUSE OR WITHDRAW

Your participation in this study is entirely voluntary, and you may decline to take part in
this study at any time. If you are uncomfortable with the questions that we ask, or refuse
to participate, the researchers will honor and accept your decision and will not impose
any penalties.

APPROVAL OF THE XU RESEARCH ETHICS COMMITTEE (XU REC)

This study has been reviewed and approved by XU Research Ethics Committee (XU
REC). Ensuring that what was mentioned in this study and the procedure to achieve the
study will keep and protect the participants rights and safety by the researchers. If there
are concerns before, during, and after the conduction of the study, the participants may
use the following contact for information regarding rights of study participants, including
grievances and complaints:
 46

Name of XU REB Chair

2/F Lucas Hall
Xavier University – Ateneo de Cagayan
Corrales Avenue
9000 Cagayan de Oro City
Email: reo@xu.edu.ph
Tel: +63 88 853 9800 local 1967

WHO TO CONTACT
Sohaiden D. Dimas
20180015020@my.xu.edu.ph
Xavier University - Ateneo de Cagayan
Corrales Avenue
9000 Cagayan de Oro City

PART II: CERTIFICATE OF CONSENT

I have read the foregoing information, or it has been read to me. I have had the
opportunity to ask questions about it and any questions I have been asked have been
answered to my satisfaction. I consent voluntarily to be a participant in this study.

Print Name of Participant:

Signature of Participant:

Date:

Witness consent form applicable to participants with issues on eyesight and reading:

I have witnessed the accurate reading of the consent form to the potential
participant, and the individual has had the opportunity to ask questions. I confirm
that the individual has given consent freely.

Print Name of Witness:

Signature of Witness:

Date:
 47

STATEMENT BY THE RESEARCHER OR PERSON TAKING CONSENT

I have accurately read out the information sheet to the potential participant, and to
the best of my ability made sure that the participant understands that the following
will be done:

1. To carefully understand their rights to participate in the study and be able to withdraw
from participation anytime they wish.

2. To answer the questionnaire truthfully, and their data will be used solely for research
purposes.

3. To be assured that confidentiality and anonymity will be maintained in the study.

I confirm that the participant was given an opportunity to ask questions about the
study, and all the questions asked by the participant have been answered correctly
and to the best of my ability. I confirm that the individual has not been coerced into
giving consent, and the consent has been given freely and voluntarily.

A copy of this Informed Consent Form has been provided to the participant.

Print Name of Researcher: SOHAIDEN D. DIMAS

Signature of Researcher: ________________________

Date: ____July 21, 2023__________

 48

Appendix B
Participant Information Sheet

Participant’s Information
As the participants have already consented in participating and cooperating in this
research study. Several personal information may be asked from the participants in this
section in order to complete the process of gathering data needed for the study. However,
your utmost anonymity and participation will be deemed confidential throughout the
entire course of the study. Output of this study is solely for academic purpose. Only the
researchers and the instructor will have access to all the data collected.

Name: ______________________________

Age: _______

XU E-mail: ____________________________
 49

Appendix C (Survey Questionnaire)

Sense of Belonging Scale - Revised - Hoffman et al. (2002)

Sense of School Belongingness is defined as the extent to which students feel personally
accepted, respected, included, and supported by others in the school social environment
(Goodenow and Grady, 1993).

Completely Untrue Mostly Untrue Equally True and Untrue Mostly True Completely True
1 2 3 4 5

Perceived Peer Support (8 items)

1. I have met with classmates outside of class to study for an exam.

2. If I miss class, I know students who I could get notes from.

3. I discuss events which happened outside of class with my classmates.

4. I have discussed personal matters with students who I met in class.

5. I could contact another student from class if I had a question.

6. Other students are helpful in reminding me when assignments are due or when tests are
approaching.

7. I have developed personal relationships with other students in class.

8. I invite people I know from class to do things socially.

Perceived Classroom Comfort (4 items)

9. I feel comfortable contributing to class discussions.

10. I feel comfortable asking a question in class.

11. I feel comfortable volunteering ideas or opinions in class.

12. Speaking in class is easy because I feel comfortable.

Perceived Isolation (4 items)

13. It is difficult to meet other students in class.

14. No one in my classes knows anything personal about me.

15. I rarely talk to other students in my class.

16. I know very few people in my class.

 50

Academic Motivation Scale College Version(AMS-C 28) - Vallerand et al. (1993)

Academic Motivation is defined as the goal setting an individual has within the school
context (Lockwood, Jordan, & Kunda, 2002).

Does Not
Corresponds Corresponds Corresponds Corresponds Corresponds
At All A Little Moderately A Lot Exactly
1 2 3 4 5 6 7

Why Did You Go To College?

1. Because with only a high-school degree I would not find a high-paying job later on.

2. Because I experience pleasure and satisfaction while learning new things.

3. Because I think that a college education will help me better prepare for the career I
have chosen.

4. For the intense feelings I experience when I am communicating my own ideas to

others.

5. Honestly, I don't know; I really feel that I am wasting my time in school.

6. For the pleasure I experience while surpassing myself in my studies

7. To prove to myself that I am capable of completing my college degree.

8. In order to obtain a more prestigious job later on.

9. For the pleasure I experience when I discover new things never seen before.

10. Because eventually it will enable me to enter the job market in a field that I like.

11. For the pleasure that I experience when I read interesting authors.

12. I once had good reasons for going to college; however, now I wonder whether I
should continue.

13. For the pleasure that I experience while I am surpassing myself in one of my personal
accomplishments.

14. Because of the fact that when I succeed in college I feel important.

15. Because I want to have "the good life" later on.

 51

16. For the pleasure that I experience in broadening my knowledge about subjects which
appeal to me.

17. Because this will help me make a better choice regarding my career orientation.

18. For the pleasure that I experience when I feel completely absorbed by what certain
authors have written.

19. I can't see why I go to college and frankly, I couldn't care less.

20. For the satisfaction I feel when I am in the process of accomplishing difficult
academic activities.

21. To show myself that I am an intelligent person.

22. In order to have a better salary later on.

23. Because my studies allow me to continue to learn about many things that interest me.

24. Because I believe that a few additional years of education will improve my
competence as a worker.

25. For the "high" feeling that I experience while reading about various interesting
subjects.

26. I don't know; I can't understand what I am doing in school.

27. Because college allows me to experience a personal satisfaction in my quest for

excellence in my studies.

28. Because I want to show myself that I can succeed in my studies.

 52

Appendix D

Tables, Figures, And Illustrations

Figure E1. Conceptual Framework of the study

Table E2. Descriptives of Belongingness and Academic Motivation

Belongingness Academic Motivation

N 306 307

Mean 3.47 5.07

Standard Deviation 0.497 0.893

Skewness -0.768 -1.10

Std. error skewness 0.139 0.139

Kurtosis 2.28 2.21

Std. error kurtosis 0.278 0.277

 53

Figure E3. Scatterplot of Belongingness and Academic Motivation

Table E4. Model Fit Measures

Model R 𝑅
2

1 0.445 0.198

Table E5. Model Coefficients- Academic Motivation

Predictor Estimate SE t p

Intercept 2.459 0.304 8.09 < 0.001

Belongingness 0.752 0.0867 8.67 < 0.001

 54

Table E6. Normality Test (Shapiro-Wilk)

Statistic p

0.972 < .001

Figure E7.1 Model Fit of Sense of School Belongingness Scale

𝑋
2 df p

181 87 <.001

Table E7.2 Model Fit of Sense of School Belongingness Scale

RMSEA 90% CI

CFI TLI RMSEA Lower Upper

0.958 0.950 0.0593 0.0471 0.0715

Table E8.1 Model Fit of Sense of Academic Motivation Scale

𝑋
2 df p

826 329 <.001

 55

Table E8.2 Model Fit of Sense of Academic Motivation Scale

RMSEA 90% CI

CFI TLI RMSEA Lower Upper

0.914 0.901 0.0702 0.0642 0.0762

Table E9. Extreme Values of Belongingness

Row number Value

Highest 1 32 5.00

2 186 4.94

3 144 4.69

4 10 4.38

5 77 4.38

Lowest 1 266 1.00

2 167 1.88

3 102 2.00

4 93 2.13

5 35 2.25
 56

Table E10. Extreme Values of Academic Motivation

Row number Value

Highest 1 178 6.86

2 10 6.71

3 54 6.64

4 186 6.57

5 256 6.57

Lowest 1 266 1.00

2 295 1.86

3 259 2.39

4 305 2.46

5 176 2.82

Figure E11. Box Plots of Belongingness

 57

Figure E12. Box Plots of Academic Motivation

 58

Appendix E

Curriculum Vitae of Researchers

Sohaiden D. Dimas
Macapagal St, Upper Zone 4
Bulua, Cagayan de Oro City, Misamis Oriental
20180015020@my.xu.edu.ph

EDUCATION
Bachelor of Science in Psychology IV, Xavier University- Ateneo de Cagayan

COURSES TAKEN
Introduction to Psychology, Psychological Statistics, Psychological Assessment I & II,
Abnormal Psychology, Theories of Personality, Industrial/Organizational Psychology,
Developmental Psychology, Physiological Psychology, Experimental Psychology,
Educational Psychology, Social Psychology, Culture and Psychology, Cognitive
Psychology, Field Methods in Psychology, Sikolohiyang Pilipino, Introduction to
Counseling

COURSEWORK RESEARCH COMPLETED

The Relationship between Xavier University First Year College Psychology Students'
Academic Motivation and their E-learning Experience: A Mini Research Paper (In partial
fulfillment of the requirements for Psychological Statistics)
Completed May 2021

Understanding Infidelity through Biopsychological Perspective: A Concept Paper (In

partial fulfillment of the requirements for Physiological Psychology)
Completed December 2021

Achievement Test on Understanding The Self for Third Year and Second Year College
Students (In partial fulfillment of the requirements for Test & Measurement)
Completed May 2022

Synthesis Paper: How Fertility Changes Across Time? (In partial fulfillment of the
requirements for Human Physiology)
Completed December 2022

Tibay Lusog Bear Care: A Program Development Proposal for Xavier Ateneo Nursing
Students (In partial fulfillment of the requirements for Educational Psychology &
Cognitive Psychology)
Completed December 2022
 59

Did You Understand?: An Experimental Study on Level of Comprehension (In partial

fulfillment of the requirements for Experimental Psychology)
Completed May 2023

Did You Understand?: A Mix Method Study on Level of Comprehension (In partial
fulfillment of the requirements for Field Methods in Psychology)
Completed May 2023

ORGANIZATIONS AND EXTRACURRICULAR ACTIVITIES

Staff, Xavier University Psychology Society - Department of Academic Affairs
2021- 2022

Associate Director, United Arts and Sciences Council - Human Resources Development
2021- 2022
and Leadership Office

Head, Xavier University Psychology Society - Department of Academic Affairs

2022- 2023

Member, Central Student Government - Office of the Vice President - Internal Affair
2022-2023
Division

Member, Central Student Government - Office of the President - Office of the Cabinet
2023- present
Secretary
 60

Rashida J. Elliot
Agusan, Cagayan de Oro City, Misamis Oriental
20200019816@my.xu.edu.ph
facebook.com/rjmllt/

EDUCATION
Bachelor of Science in Psychology IV, Xavier University- Ateneo de Cagayan

COURSES TAKEN
Introduction to Psychology, Psychological Statistics, Psychological Assessment I & II,
Abnormal Psychology, Theories of Personality, Industrial/Organizational Psychology,
Developmental Psychology, Physiological Psychology, Experimental Psychology,
Educational Psychology, Social Psychology, Culture and Psychology, Cognitive
Psychology, Field Methods in Psychology, Sikolohiyang Pilipino, Introduction to
Counseling

COURSEWORK RESEARCH COMPLETED

Length of Relationship on Level of Romantic Relationship Satisfaction among PSY 3.1

Students of Xavier University Ateneo de Cagayan (In partial fulfillment of the
requirements for Psychological Statistics)
Completed May 2021

Personality Test: Satisfaction on Academic Learning Experience (In partial fulfillment of

the requirements for Test & Measurement)
Completed June 2022

Tibay Lusog Bear Care: A Program Development Proposal for Xavier Ateneo Nursing
Students (In partial fulfillment of the requirements for Educational Psychology &
Cognitive Psychology)
Completed December 2022

Synthesis Paper: Why Do People With Heart Failure Experience Breathlessness? (In
partial fulfillment of the requirements for Human Physiology)
Completed December 2022

Does Physical Attractiveness Influence University Students’ Perspective On An

Individual’s Socioeconomic Status - A Mix Method Concept Paper (In partial fulfillment
of the requirements for Field Methods in Psychology)
Completed May 2023

Does Physical Attractiveness Influence University Students’ Perspective On An

Individual’s Socioeconomic Status (In partial fulfillment of the requirements for
Experimental Psychology)
Completed May 2023
 61

ORGANIZATIONS AND EXTRACURRICULAR ACTIVITIES

Vice President, Supreme Student Council, Montessori de Oro
2016 - 2017

Representative, Supreme Student Council, Liceo de Cagayan University

2018 - 2019

Member, Youth Volunteers for the Community, Liceo de Cagayan University

2018 - 2019

Member, Central Student Government - Department of External Affairs and Networks,

Internal Affairs Division, Xavier University Ateneo de Cagayan
2021 - 2022

Member, PPCRV, Agusan, Cagayan de Oro City

2022

Member, Central Student Government - Electoral Commission, Xavier University Ateneo

de Cagayan
2023 - Present
 62

Gweneth Angelee G. Baslote

Tion St., P-2, North Poblacion
Medina, Misamis Oriental
20180013300@my.xu.edu.ph

EDUCATION
Bachelor of Science in Psychology IV, Xavier University- Ateneo de Cagayan

COURSES TAKEN
Introduction to Psychology, Psychological Statistics, Psychological Assessment I & II,
Abnormal Psychology, Theories of Personality, Industrial/Organizational Psychology,
Developmental Psychology, Physiological Psychology, Experimental Psychology,
Educational Psychology, Social Psychology, Culture and Psychology, Cognitive
Psychology, Field Methods in Psychology, Sikolohiyang Pilipino, Introduction to
Counseling

COURSEWORK RESEARCH COMPLETED

The Impact of Intimate Relationships to Attachment Towards Other People of the 1st
Year Psychology Students in Xavier University (In partial fulfillment of the requirements
for Psychological Statistics)
Completed May 2021

The Level of Spirituality Among Psychology Students of Xavier University - Ateneo de

Cagayan during the pandemic (In partial fulfillment of the requirements for Test &
Measurement)
Completed June 2022

The Female's Reproductive System: Oral Contraceptive Pills on the Inside (In partial
fulfillment of the requirements for Human Physiology)
Completed December 2022

Tibay Lusog Bear Care: A Program Development Proposal for Xavier Ateneo Nursing
Students (In partial fulfillment of the requirements for Educational Psychology &
Cognitive Psychology)
Completed December 2022

Does Physical Attractiveness Influence University Students’ Perspective On An

Individual’s Socioeconomic Status - A Mix Method Concept Paper (In partial fulfillment
of the requirements for Field Methods in Psychology)
Completed May 2023
 63

Does Physical Attractiveness Influence University Students’ Perspective On An

Individual’s Socioeconomic Status (In partial fulfillment of the requirements for
Experimental Psychology)
Completed May 2023

ORGANIZATIONS AND EXTRACURRICULAR ACTIVITIES

Secretary, Supreme Student Government, Medina National Comprehensive High School
2017- 2018

President, SamaFil (Samahang Filipino), Medina National Comprehensive High School

2017-2018

Public Information Officer, Science Club, Medina National Comprehensive High School
2017- 2018

Member, SOLACE, Xavier University

2018-2019

Member, Electoral Commision, Xavier University

2018-2019

Member, Kapisanan ni Pedro Arrupe - Social Apostolate Program, Xavier University

2019-2020

Human Resource Staff, Xavier University Psychology Society, Xavier University

2020-2021

Internal Communication Officer, Cleio Productions

2020-2021

SEMINARS, TRAININGS, AND PAPER PRESENTATION EXPERIENCES

4th Student Leadership Training - 2017

 64

Lai Nerully O. Gaputan

12th Street, Nazareth
Cagayan de Oro City, Misamis Oriental
20180013325@my.xu,edu.ph

EDUCATION
Bachelor of Science in Psychology IV, Xavier University- Ateneo de Cagayan

COURSES TAKEN
Introduction to Psychology, Psychological Statistics, Psychological Assessment I & II,
Abnormal Psychology, Theories of Personality, Industrial/Organizational Psychology,
Developmental Psychology, Physiological Psychology, Experimental Psychology,
Educational Psychology, Social Psychology, Culture and Psychology, Cognitive
Psychology, Field Methods in Psychology, Sikolohiyang Pilipino, Introduction to
Counseling

COURSEWORK RESEARCH COMPLETED

The Impact of Intimate Relationships to Attachment Towards Other People of the 1st
Year Psychology Students in Xavier University (In partial fulfillment of the requirements
for Psychological Statistics)
Completed May 2021

The Level of Spirituality Among Psychology Students of Xavier University - Ateneo de

Cagayan during the pandemic (In partial fulfillment of the requirements for Test &
Measurement)
Completed June 2022

The Female's Reproductive System: Oral Contraceptive Pills on the Inside (In partial
fulfillment of the requirements for Human Physiology)
Completed December 2022

Tibay Lusog Bear Care: A Program Development Proposal for Xavier Ateneo Nursing
Students (In partial fulfillment of the requirements for Educational Psychology &
Cognitive Psychology)
Completed December 2022

Does Physical Attractiveness Influence University Students’ Perspective On An

Individual’s Socioeconomic Status - A Mix Method Concept Paper (In partial fulfillment
of the requirements for Field Methods in Psychology)
Completed May 2023
 65

Does Physical Attractiveness Influence University Students’ Perspective On An

Individual’s Socioeconomic Status (In partial fulfillment of the requirements for
Experimental Psychology)
Completed May 2023

ORGANIZATIONS AND EXTRACURRICULAR ACTIVITIES

Public Information Officer, English Club, Fatima College of Camiguin

2016- 2017

Member, Kinamiguin Cultural Dance Troupe, Fatima College of Camiguin

2017-2018

Member, Drum and Lyre Corp, Fatima College of Camiguin

2009-2018

Head, Drum and Lyre Corp, Fatima College of Camiguin

2017-2018

Member, Kapisanan ni Pedro Arrupe - Social Apostolate Program, Xavier University

2018-2019

Operation and Processing Head, Kapisanan ni Pedro Arrupe - Social Apostolate Program,
Xavier University
2019-2020
 66

Retchelle Chris E. Dumat-ol

Zone 1C, Kinasanghan
Iponan, Cagayan de Oro City, Misamis Oriental
20180013495@my.xu.edu.ph

EDUCATION
Bachelor of Science in Psychology IV, Xavier University- Ateneo de Cagayan

COURSES TAKEN
Introduction to Psychology, Psychological Statistics, Psychological Assessment I & II,
Abnormal Psychology, Theories of Personality, Industrial/Organizational Psychology,
Developmental Psychology, Physiological Psychology, Experimental Psychology,
Educational Psychology, Social Psychology, Culture and Psychology, Cognitive
Psychology, Field Methods in Psychology, Sikolohiyang Pilipino, Introduction to
Counseling

COURSEWORK RESEARCH COMPLETED

The relationship between the level of self-control and the 1st semester academic
performance of the 1st year BS in psychology students at Xavier University
ORGANIZATIONS AND EXTRACURRICULAR ACTIVITIES (In partial fulfillment
of the requirements for Psychological Statistics)
Completed May 2021

Social Lockdown: A Measure of Social Intelligence in Xavier University Psychology

students during COVID-19 (In partial fulfillment of the requirements for Testa d
Measurement )
Completed June 2022

Tibay Lusog Bear Care: A Program Development Proposal for Xavier Ateneo Nursing
Students (In partial fulfillment of the requirements for Educational Psychology &
Cognitive Psychology)
Completed December 2022

Does Physical Attractiveness Influence University Students’ Perspective On An

Individual’s Socioeconomic Status - A Mix Method Concept Paper (In partial fulfillment
of the requirements for Field Methods in Psychology)
Completed May 2023

Does Physical Attractiveness Influence University Students’ Perspective On An

Individual’s Socioeconomic Status (In partial fulfillment of the requirements for
Experimental Psychology)
Completed May 2023
 67

ORGANIZATIONS AND EXTRACURRICULAR ACTIVITIES

Member, XUPS, Xavier University

2021-2022

Member, Kapisanan ni Pedro Arrupe - Social Apostolate Program, Xavier University

2019-2020

Member, BREBEUF, Xavier University

2018-2019