Öğrencilerin Gözünden Sosyalleşme Alanları: Aidiyet Hissi ve Psikolojik İyi Oluşun Anahtarı

Yıl 2024, Cilt: 24 Sayı: 1, 79 - 104, 28.03.2024

Cansu Yılmaz , Esma Esen Çiftçi Houghton

https://doi.org/10.18037/ausbd.1321510

Öz

Bu araştırmanın amacı, üniversitelerdeki sosyalleşme alanlarından duyulan memnuniyetin, öğrencilerin kendi birimlerine (fakültelerine) olan aidiyet hissi ve psikolojik iyi oluşları ile ilişkilerini araştırmaktır. Öğrencilerin, birimlerindeki sosyalleşme alanlarından yüksek düzeyde memnuniyet duymalarının daha yüksek düzeyde aidiyet hissiyle ilişkili olması ve böylece daha yüksek psikolojik iyi oluş skorları raporlaması beklenmektedir. Bu amaç doğrultusunda, 549 üniversite öğrencisi (Ortyaş = 21.20, SSyaş = 3.32) çevrimiçi bir ölçek çalışmasına katılmıştır. Katılımcılar, kendi birimlerindeki sosyalleşme alanlarından duydukları memnuniyeti değerlendirmiş ve ayrıca aidiyet hissi ve psikolojik iyi oluşlarını ölçen ölçekleri doldurmuştur. Sosyalleşme alanlarından duyulan memnuniyet ile psikolojik iyi oluş arasında doğrudan bir ilişki gözlenmemiştir. Ancak öğrencilerin sosyalleşme alanlarından duydukları memnuniyet, kendi birimlerine olan aidiyet hissini artırma yoluyla dolaylı olarak daha yüksek psikolojik iyi oluş düzeylerini yordamıştır. Bu sonuçlar öğrencilerin yaşları, cinsiyetleri, sınıf düzeyleri kontrol edildikten sonra da anlamlılığını korumuştur. Bu çalışma, tek bir büyük üniversite örneğine dayanmasına rağmen, bulguların hem akademisyenler hem de uygulamacılar için önemli tartışma konuları sunabileceğini vurgulamaktadır.

Anahtar Kelimeler

Sosyalleşme Alanları, Sosyal Alan Memnuniyeti, Aidiyet Hissi, Psikolojik İyi Oluş

Destekleyen Kurum

Anadolu Üniversitesi Bilimsel Araştırma Projeleri Koordinasyon Birimi

Proje Numarası

2207E140

Socialization Spaces in Students' Eyes: The Key to Sense of Belonging and Psychological Well-Being

Öz

This research aims to examine whether students’ satisfaction with socialization areas at universities would be related to an increased sense of belonging to their units (faculties) and greater psychological well-being. Present study hypothesized that high levels of satisfaction with socialization spaces would predict increased sense of belonging, which would in turn enhance psychological well-being. 549 university students (Mage = 21. 20, SDage = 3.32) completed an online survey where they rated their satisfaction with socialization spaces in their units and completed the scales of sense of belonging and psychological well-being. There was no direct relationship between satisfaction with socialization spaces and psychological well-being. However, students’ satisfaction with socialization spaces indirectly predicted higher levels of psychological well-being through increased sense of belonging. These results remained significant after controlling for students’ age, gender, and class. Although this study is based on a single large university sample, it emphasizes that the findings can provide important discussion points for both academics and practitioners.

Anahtar Kelimeler

Socialization Spaces, Satisfaction with Social Spaces, Sense of Belonging, Psychological Well-Being

Proje Numarası

2207E140

Kaynakça

• Adachi, M., Rohde, C. ve Kendle, A. (2000). Effects of floral and foliage displays on human emotions. Horttechnology, 10(1), 59-63. https://doi.org/10.21273/horttech.10.1.59
• Ahn, M. Y. ve Davis, H. H. (2020). Four domains of students’ sense of belonging to university, Studies in Higher Education, 45(3), 622-634. https://doi.org/10.1080/03075079.2018.1564902
• Al Ansari, A. I. (2022). Designing student lounge at university: Fostering place attachment, socialization, and restoration. Journal of Arts & Applied Sciences, 9(2), 47-61. https://doi.org/10.21608/maut.2022.245059
• Alsubaie, M. M., Stain, H. J., Webster, L. A. D. ve Wadman, R. (2019). The role of sources of social support on depression and quality of life for university students. International Journal of Adolescence and Youth, 24(4), 484-496. https://doi.org/10.1080/02673843.2019.1568887
• Asante, K. (2012). Social support and the psychological wellbeing of people living with HIV/AIDS in Ghana. African Journal of Psychiatry, 15(5), 340-345. https://doi.org/10.4314/ajpsy.v15i5.42
• Astin, A. W. (1993). What matters in college? Four critical years revisited. Jossey-Bass/Wiley.
• Aydın, A., Kahraman, N. ve Hiçdurmaz, D. (2017). Hemşirelik öğrencilerinin algılanan sosyal destek ve psikolojik iyi olma düzeylerinin belirlenmesi. Psikiyatri Hemşireliği Dergisi, 8(1), 40-47. https://doi.org/10.14744/phd.2017.95967
• Ballantine, J. H. ve Hammack, F. M. (2009). The sociology of education: A systematic analysis (6th ed.). Upper Saddle River, NJ: Prentice Hall. Bandura, A. (1977). Social learning theory. Englewood Cliffs, NJ: Prentice Hall.
• Baumeister, R. F. ve Leary, M. R. (1995). The need to belong: Desire for interpersonal attachments as a fundamental human motivation. Psychological Bulletin, 117(3), 497-529. https://doi.org/10.1037/0033-2909.117.3.497
• Bem, D. J. (1967). Self-perception: An alternative interpretation of cognitive dissonance phenomena. Psychological Review, 74(3), 183-200. https://doi.org/10.1037/h0024835
• Bernstein, B. (2003). Class code and control: Towards a theory of educational transmissions (Vol. 3). London: Routledge.
• Billig, M. (2006). Is my home my castle? Place attachment, risk perception, and religious faith. Environment and Behavior, 38(2), 248-265. https://doi.org/10.1177/0013916505277608
• Caligiuri, P., DuBois, C. L., Lundby, K. ve Sinclair, E. A. (2020). Fostering international students’ sense of belonging and perceived social support through a semester-long experiential activity. Research in Comparative and International Education, 15(4), 357-370. https://doi.org/10.1177/1745499920954311
• Capone, V., Caso, D., Donizzetti, A. R. ve Procentese, F. (2020). University student mental well-being during COVID-19 outbreak: What are the relationships between information seeking, perceived risk and personal resources related to the academic context?. Sustainability, 12(17), 7039. https://doi.org/10.3390/su12177039
• Cheryan, S., Plaut, V. C., Davies, P. G. ve Steele, C. M. (2009). Ambient belonging: How stereotypical cues impact gender participation in computer science. Journal of Personality and Social Psychology, 97(6), 1045-1060. https://doi.org/doi:10.1037/a0016239
• Chua, A. (2002). The influence of social interaction on knowledge creation. Journal of Intellectual Capital, 3(4), 375-392. https://doi.org/10.1108/14691930210448297
• Cobo-Rendón, R., López-Angulo, Y., Pérez-Villalobos, M. V. ve Díaz-Mujica, A. (2020). Perceived social support and its effects on changes in the affective and eudaimonic well-being of Chilean university students. Frontiers in Psychology, 11, 590513. https://doi.org/10.3389/fpsyg.2020.590513
• Cohen, D. ve Prusak, L. (2001). In good company: How social capital makes organizations work. Boston: Harvard Business School Press.
• Cohen, S. E. ve Syme, S. I. (1985). Social support and health. London: Academic Press.
• Collado S., Staats H., Corraliza J.A., Hartig T. (2017) Restorative environments and health. G. Fleury-Bahi, E. Pol ve O. Navarro (Ed.), Handbook of environmental psychology and quality of life research. International handbooks of quality-of life içinde (s. 127-148). Springer, Cham. https://doi.org/10.1007/978-3-319-31416- 7_7
• Cotterell, J. (1996). Social networks and social influences in adolescence. London: Routledge.
• Coulson, J., Roberts, P. ve Taylor, I. (2022). University trends: Contemporary campus design. New York: Routledge.
• Deci, E. L., Vallerand, R. J., Pelletier, L. G. ve Ryan, R. M. (1991). Motivation and education: The self-determination perspective. Educational Psychologist, 26(3 ve 4), 325-346. https://doi.org/10.1080/00461520.1991.9653137
• Demir, Y. ve Kutlu, M. (2016). Üniversite öğrencilerinde sosyal etkileşim kaygısı ile mutluluk arasındaki ilişki: yalnızlığın aracı rolü. Gazi Üniversitesi Gazi Eğitim Fakültesi Dergisi, 36(1), 195-210. Erişim adresi: https://dergipark.org.tr/tr/pub/gefad/issue/29791/320344#article_cite
• Dewey, J. (1986). Experience and education. The Educational Forum, 50(3), 241-252. http://dx.doi.org/10.1080/00131728609335764
• Dixon, J. ve Durrheim, K. (2004). Dislocating identity: Desegregation and the transformation of place. Journal of Environmental Psychology, 24(4), 455-473. https://doi.org/10.1016/j.jenvp.2004.09.004.
• Doğru, N. (2018). Üniversite öğrencilerinin psikolojik iyi oluş düzeylerinin stres, stresle başa çıkma tarzları ve sosyal destek değişkenleri bakımından incelenmesi (Doktora tezi), Ankara Üniversitesi Sosyal Bilimler Enstitüsü, Ankara.
• Dost, G. ve Mazzoli Smith, L. (2023). Understanding higher education students’ sense of belonging: A qualitative meta-ethnographic analysis. Journal of Further and Higher Education, 47(6), 1-28. https://doi.org/10.1080/0309877X.2023.2191176
• Düzenli, T., Mumcu, S. ve Akyol, D. (2017). Üniversite kampüsü açık mekânlarının gençler tarafından kullanım amaçlarının belirlenmesi. Uluslararası Sosyal Araştırmalar Dergisi, 10(49), 766-772. Erişim adresi: https://www.sosyalarastirmalar.com/articles/determining-the-usage-purposes-of-university-campus-open-spaces-by-youth.pdf
• Edwards, A. L. ve Klockars, A. J. (1981). Significant others and self-evaluation: Relationships between perceived and actual evaluations. Personality and Social Psychology Bulletin, 7(2), 244-251. https://doi.org/10.1177/014616728172010
• Erbil, Y. ve Sezer, F. S. (2016). User satisfaction of environmental quality in university buildings. European Journal of Sustainable Development, 5(3), 476-488. https://doi.org/10.14207/ejsd.2016.v5n3p476
• Ellemers, N., Spears, R. and Doosje, B. (2002). Self and social identity. Annual Review of Psychology, 53(1), 161-186. https://doi.org/10.1146/annurev.psych.53.100901.135228.
• Faul, F., Erdfelder, E., Lang, A. G. ve Buchner, A. (2007). G*Power 3: A flexible statistical power analysis program for the social, behavioral, and biomedical sciences. Behavior Research Methods, 39(2), 175-191. https://doi.org/10.3758/bf03193146
• Finlay, J., Esposito, M., Kim, M. H., Gomez-Lopez, I. ve Clarke, P. (2019). Closure of ‘third places’? Exploring potential consequences for collective health and wellbeing. Health &Place, 60, 102225. https://doi.org/10.1016/j.healthplace.2019.102225
• Fisher, K. E., Landry, C. F. ve Naumer, C. (2007). Social spaces, casual interactions, meaningful exchanges: 'information ground' characteristics based on the college student experience. Information Research, 12(2), 0-0. Erişim adresi: https://informationr.net/ir/12-2/paper291.html
• Furrer, C. ve Skinner, E. (2003). Sense of relatedness as a factor in children's academic engagement and performance. Journal of Educational Psychology, 95(1), 148-162. https://doi.org/10.1037/0022-0663.95.1.148
• Gibbons, F. X. ve Gerrard, M. (1995). Predicting young adults' health risk behavior. Journal of Personality and Social Psychology, 69(3), 505-517. https://doi:10.1037/0022-3514.69.3.505
• Girang, B. C., Chu, D. P., Endrinal, M. I. ve Canoy, N. (2022). Spatializing psychological well-being: A photovoice approach on the experience of stress alleviation among university students. Qualitative Research in Psychology, 19(2), 539-564. https://doi.org/10.1080/14780887.2020.1716424
• Good, C., Rattan, A. ve Dweck, C. S. (2012). Why do women opt out? Sense of belonging and women's representation in mathematics. Journal of Personality and Social Psychology, 102(4), 700-717. https://doi.org/10.1037/a0026659
• Goodnow, C. (1992). Strengthening the links between educational psychology and the study of social contexts. Educational Psychologist, 27(2), 177-196. doi:10.1207/s15326985ep2702_4
• Graupensperger, S., Panza, M. J., Budziszewski, R. ve Evans, M. B. (2020). Growing into “Us”: Trajectories of social identification with college sport teams predict subjective well ‐ being. Applied Psychology: Health and Well ‐ Being, 12(3), 787-807. https://doi.org/10.1111/aphw.12207
• Greenaway, K. H., Cruwys, T., Haslam, S. A. ve Jetten, J. (2016). Social identities promote well‐being because they satisfy global psychological needs. European Journal of Social Psychology, 46(3), 294-307. https://doi.org/10.1002/ejsp.2169
• Gunty, A. L., Frazier, P. A., Tennen, H., Tomich, P., Tashiro, T. ve Park, C. (2011). Moderators of the relation between perceived and actual posttraumatic growth. Psychological Trauma: Theory, Research, Practice, and Policy, 3(1), 61-66. https://doi.org/10.1037/a0020485
• Hanan, H. (2013). Open space as meaningful place for students in ITB campus. Procedia - Social and Behavioral Sciences, 85(2013), 308-317. https://doi.org/10.1016/j.sbspro.2013.08.361
• Haslam, C., Haslam, S. A., Jetten, J., Cruwys, T. ve Steffens, N. K. (2021). Life change, social identity, and health. Annual Review of Psychology, 72, 635-661. https://doi.org/10.1146/annurev-psych-060120-111721
• Hayes, A. F. (2013). Introduction to mediation, moderation, and conditional process analysis: A regression-based approach. New York, NY: The Guilford Press.
• Helliwell, J. F. ve Putnam, R. D. (2004). The social context of well–being. Philosophical Transactions of the Royal Society of London. Series B: Biological Sciences, 359(1449), 1435-1446. https://doi.org/10.1098/rstb.2004.1522
• Hidalgo, M. C. ve Hernandez, B. (2001). Place attachment: Conceptual and empirical questions. Journal of Environmental Psychology, 21(3), 273-281. https://doi.org/10.1006/jevp.2001.0221
• Hurst, B., Wallace, R. R. ve Nixon, S. B. (2013). The impact of social interaction on student learning. Reading Horizons, 52(4), 375-398. doi ya erişim adresi eksik.
• Hopkins, N. ve Dixon, J. (2006). Space, place, and identity: Issues for political psychology. Political Psychology, 27(2), 173-185. https://doi.org/10.1111/j.1467-9221.2006.00001.x.
• İraz, R., Arıbaş, A. N. ve Özşahin, F. (2021). Algılanan sosyal destek ve psikolojik iyi oluş ilişkisi: Üniversite öğrencileri örneği. Stratejik ve Sosyal Araştırmalar Dergisi, 5(2), 363-376. https://doi.org/10.30692/sisad.930302
• Jetten, J., Haslam, C., Haslam, S. A. ve Branscombe, N.R. (2009). The social cure. Scientific American Mind, 20(5), 26-33. https://doi.org/ 10.1038/scientificamericanmind0909-26 Jetten, J., Haslam, C. ve Haslam, S. A. (Eds.). (2012). The social cure: Identity, health and well-being. Psychology Press.
• Joing, I., Vors, O. ve Potdevin, F. (2020). The subjective well-being of students in different parts of the school premises in French middle schools. Child Indicators Research, 13, 1469-1487. https://doi.org/10.1007/s12187-019-09714-7
• Junker, N. M., van Dick, R., Avanzi, L., Häusser, J. A. ve Mojzisch, A. (2019). Exploring the mechanisms underlying the social identity–ill‐health link: Longitudinal and experimental evidence. British Journal of Social Psychology, 58(4), 991-1007. https://doi.org/10.1111/bjso.12308
• Kärnä, S. ve Julin, P. (2015). A framework for measuring student and staff satisfaction with university campus facilities. Quality Assurance in Education, 23(1), 47-66. https://doi.org/10.1108/QAE-10-2013-0041
• Keyes, C. L. M., Shmotkin, D. ve Ryff, C. D. (2002). Optimizing well-being: The empirical encounter of two traditions. Journal of Personality and Social Psychology, 82(6), 1007-1022. https://doi.org/10.1037/0022-3514.82.6.1007
• Kohlberg, L. (1971). Stages of moral development. Moral Education, 1(51), 23-92. https://doi.org/10.3138/9781442656758-004
• Kroenke, C. H., Quesenberry, C., Kwan, M. L., Sweeney, C., Castillo, A. ve Caan, B. J. (2013). Social networks, social support, and burden in relationships, and mortality after breast cancer diagnosis in the Life After Breast Cancer Epidemiology (LACE) study. Breast Cancer Research and Treatment, 137(1), 261-271. https://doi.org/10.1007/s10549-012-2253-8
• Kurtoğlu, A. (2010). Kampüs tasarımında eylem yönlendiricisi ile sosyal etkileşimin değerlendirilmesi (Yayımlanmamış yüksek lisans tezi). İstanbul Teknik Üniversitesi, İstanbul.
• Levendosky, A., Bogat, G., Theran, S., Trotter, J., Eye, A. ve Davidson, W. (2004). The social networks of women experiencing domestic violence. American Journal of Community Psychology, 34(1-2), 95-109. https://doi.org/10.1023/b:ajcp.0000040149.58847.10
• Lewicka, M. (2011). Place attachment: How far have we come in the last 40 years?. Journal of Environmental Psychology, 31(3), 207-230. https://doi.org/10.1016/j.jenvp.2010.10.001
• Linton, M. J., Dieppe, P. ve Medina-Lara, A. (2016). Review of 99 self-report measures for assessing well-being in adults: exploring dimensions of well-being and developments over time. BMJ open, 6(7), e010641.
• Littleton, K. (2011). Social interaction and learning. S. Järvelä (Ed.), Social and emotional aspects of learning (s.149-155) içinde. Oxford: Elsevier.
• Manzo, L. C. (2003). Beyond house and haven: Toward a revisioning of emotional relationships with places. Journal of Environmental Psychology, 23(1), 47-61. https://doi.org/10.1016/S0272-4944(02)00074-9,
• Markus, H. R. ve Kitayama, S. (1991). Culture and the self: Implications for cognition, emotion and motivation. Psychological Review, 98, 224-253. https://doi.org/10.1037/0033-295X.98.2.224
• Maslow, A. H. (1970). Motivation and personality (2nd ed.). New York: Harper and Row.
• Matthews, K. E., Andrews, V. ve Adams, P. (2011). Social learning spaces and student engagement. Higher Education Research & Development, 30(2), 105-120. https://doi.org/10.1080/07294360.2010.512629
• McLaughlin, P. ve Faulkner, J. (2012). Flexible spaces[…]what students expect from university facilities. Journal of Facilities Management, 10(2), 140-149. https://doi.org/10.1108/14725961211218776
• Minam, H. ve Tanaka, K. (1995). Social and environmental psychology: Transaction between physical space and group-dynamic processes. Environment and Behavior, 27(1), 43-55. https://doi.org/10.1177/001391659502700104
• Morton, T. A., van der Bles, A. M. ve Haslam, S. A. (2017). Seeing our self reflected in the world around us: The role of identity in making (natural) environments restorative. Journal of Environmental Psychology, 49, 65-77. https://doi.org/10.1016/j.jenvp.2016.11.002
• Muhammad, S., Sapri, M. ve Sipan, I. (2014). Academic buildings and their influence on students’ wellbeing in higher education institutions. Social Indicators Research, 115, 1159-1178. https://doi.org/10.1007/s11205-013-0262-6
• Murphy, M. C., Steele, C. M. ve Gross, J. J. (2007). Signaling threat: How situational cues affect women in math, science, and engineering settings. Psychological Science, 18(10), 879-885. https://doi.org/10.1111/j.1467-9280.2007.01995.x
• Negm, H., Taha, D. S. ve Saadallah, D. M. (2020). The effect of the physical environment on social interaction: The case of educational campuses. Proceedings of REAL CORP 2020, 25th International Conference on Urban Development, Regional Planning and Information Society içinde (s. 847-857). Aachen: RWTH Publications.
• Neuman, D. J. (2013). Building type basics for college and university facilities (Vol. 22). Hoboken: John Wiley & Sons.
• Nosek, B., Banaji, M. ve Greenwald, A. (2002). Math = male, me = female, therefore math ≠ me. Journal of Personality and Social Psychology, 83(1), 44-59. https://doi.org/10.1037/0022-3514.83.1.44
• Oyanedel, J.C. ve Paez, D. (2021). Social belongingness and well-being: International perspectives. Frontiers in Psychology, 12. https://doi.org/10.3389/fpsyg.2021.735507.
• Oyserman, D., Brickman, D., Bybee, D. ve Celious, A. (2006). Fitting in matters. Psychological Science, 17(10), 854–861. https://doi.org/10.1111/j.1467-9280.2006.01794.x
• Pascarella, E. T. ve Terenzini, P. T. (1991). How college affects students. San Francisco: Jossey-Bass.
• Paulhus, D. L. ve Vazire, S. (2007). The self-report method. R. W. Robins, R. C. Fraley ve R. F. Krueger (Ed.), Handbook of research methods in personality içinde (s. 224-239). London, England: Guilford.
• Peatross, F. D. ve Peponis, J. (1995). Space, education, and socialization. Journal of Architectural and Planning Research, 12(4), 366-385. http://www.jstor.org/stable/43029178
• Pettigrew, K.E. (1999). Waiting for chiropody: contextual results from an ethnographic study of the information behavior among attendees at community clinics. Information Processing & Management, 3(6), 801-817. https://doi.org/10.1016/S0306-4573(99)00027-8
• Proshansky, H. M., Fabian, A. K. ve Kaminoff, R. (1983). Place-identity: Physical world socialization of the self. Journal of Environmental Psychology, 3, 57-83. https://doi.org/10.1016/S0272-4944(83)80021-8
• Ribak-Rosenthal, N. ve Russell, T. T. (1994). Dealing with religious differences in december: a school counselor’s role. Elementary School Guidance & Counseling, 28(4), 295-301. http://www.jstor.org/stable/42871131
• Rollero, C. ve De Piccoli, N. (2010). Does place attachment affect social well-being?. European Review of Applied Psychology, 60(4), 233-238. https://doi.org/10.1016/j.erap.2010.05.00
• Ross, C. M. (1992). A study of academic and social integration in predicting student persistence at a residential, two-year college (Yayımlanmamış doktora tezi). The Florida State University, USA.
• Ryan, R. M. ve Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55(1), 68-78. https://doi.org/10.1037/0003-066X.55.1.68
• Ryan, R. M. ve Deci, E. L. (2001). On happiness and human potentials: A review of research on hedonic and eudaimonic well-being. Annual Review of Psychology, 52, 141-166. https://doi.org/10.1146/annurev.psych.52.1.141
• Ryff, C. D. (1989). Happiness is everything, or is it? Journal of Personality and Social Psychology, 57, 1069-1081. http://dx.doi.org/10.1037/0022- 3514.57.6.1069
• Ryff, C. D. ve Keyes, C. L. M. (1995). The structure of psychological well-being revisited. Journal of Personality and Social Psychology, 69(4), 719-727. https://doi.org/10.1037/0022-3514.69.4.719
• Schwarzer, R. ve Knoll, N. (2007). Functional roles of social support within the stress and coping process: A theoretical and empirical overview. International Journal of Psychology, 42(4), 243-252. https://doi.org/10.1080/00207590701396641
• Shumaker, S. A. ve Brownell, A. (1984). Toward a theory of social support: Closing conceptual gaps. Journal of Social Issues, 40(4), 11-36. https://doi.org/10.1111/j.1540-4560.1984.tb01105.x
• Sun, J., Harris, K. ve Vazire, S. (2020). Is well-being associated with the quantity and quality of social interactions?. Journal of Personality and Social Psychology, 119(6), 1478-1496. https://doi.org/10.1037/pspp0000272
• Steadman, C. ve de Jong, A. (2022). Atmospheres of belonging? Exploring ambient power through Manchester’s craft beer festivals. A. Smith, G. Osborn ve B. Quinn (Ed.), Festivals and the city içinde (s. 111-128). London: University of Westminster Press.
• Steffens, N. K., Jetten, J., Haslam, C., Cruwys, T. ve Haslam, S. A. (2016). Multiple social identities enhance health post-retirement because they are a basis for giving social support. Frontiers in Psychology, 7, 1519, 1-11. https://doi.org/10.3389/fpsyg.2016.01519
• Şahin, G. N. (2011). Üniversite öğrencilerinin kendini açma, öznel iyi oluş ve algıladıkları sosyal destek düzeylerinin karşılaştırılması (Yayımlanmamış doktora tezi). Dokuz Eylül Üniversitesi, İzmir.
• Tajfel, H. ve Turner, J.C. (1986) The social identity theory of intergroup behavior. S. Worchel ve W.G. Austin (Ed.), Psychology of intergroup relation içinde (s. 7-24). Chicago: Hall Publishers.
• Temple, P. (2008). Learning spaces in higher education: an under-researched topic. London Review of Education, 6(3), 229-241. https://doi.org/10.1080/14748460802489363
• Thompson, M., Kaslow, N., Kingree, J., Rashid, A., Puett, R., Jacobs, D. ve Matthews, A. (2000). Partner violence, social support, and distress among inner-city African American women. American Journal of Community Psychology, 28(1), 127-143. https://doi.org/10.1023/a:1005198514704
• Tinto, V., Russo, P. ve Kadel, S. (1994). Constructing educational communities: Increasing retention in challenging circumstances. Community College Journal, 64(4), 26-29. Erişim adresi: https://eric.ed.gov/?id=EJ478131
• Van Horn, E. J. (2019). The design of happiness: Redesigning interior spaces to improve user health and wellness (Yayımlanmamış yüksek lisans tezi). University of Alberta, Alberta.
• Vaske, J. J. ve Kobrin, K. C. (2001). Place attachment and environmentally responsible behavior. The Journal of Environmental Education, 32(4), 16-21. https://doi.org/10.1080/00958960109598658
• Walton, G. M. ve Cohen, G. L. (2007). A question of belonging: Race, gender, social fit, and achievement. Journal of Personality and Social Psychology, 92(1), 82-96. doi:10.1037/e633962013-253
• Walton, G. M. ve Cohen, G. L. (2011). A brief social-belonging intervention improves academic and health outcomes of minority students. Science, 331(6023), 1447-1451. https://doi.org/10.1126/science.1198364
• Walton, G. M., Logel, C., Peach, J. M., Spencer, S. J. ve Zanna, M. P. (2015). Two brief interventions to mitigate a “chilly climate” transform women’s experience, relationships, and achievement in engineering. Journal of Educational Psychology, 107(2), 468-485. https://doi.org/10.1037/a0037461
• Walton, G. M., Cohen, G. L., Cwir, D. ve Spencer, S. J. (2012). Mere belonging: The power of social connections. Journal of Personality and Social Psychology, 102(3), 513-532. https://doi.org/10.1037/a0025731 Weidman, J. C. (1979). Nonintellective undergraduate socialization in academic departments. The Journal of Higher Education, 50(1), 48-62. https://doi.org/10.2307/1981355
• Wilcox, P., Winn, S. ve FyvieGauld, M. (2005). It was nothing to do with the university, it was just the people: the role of social support in the first-year experience of higher education. Studies in Higher Education, 30(6), 707-722. https://doi.org/10.1080/03075070500340036
• Wing Yan Man, T. ve Wai Mui Yu, C. (2007). Social interaction and adolescent's learning in enterprise education: An empirical study. Education+Training, 49(8/9), 620-633. https://doi.org/10.1108/00400910710834058
• Wortman, P. M. ve Napoli, A. R. (1996). A meta-analysis of the impact of academic and social integration of persistence of community college students. Journal of Applied Research in the Community College, 4(1), 5-21. Erişim adresi: https://eric.ed.gov/?id=EJ561571
• Ybarra, O., Winkielman, P., Yeh, I., Burnstein, E. ve Kavanagh, L. (2011). Friends (and sometimes enemies) with cognitive benefits: What types of social interactions boost executive functioning?. Social Psychological and Personality Science, 2(3), 253-261. https://doi.org/10.1177/1948550610386808
• Yilmaz, C., Selcuk, E., Gunaydin, G., Cingöz-Ulu, B., Filiztekin, A. ve Kent, O. (2022). You mean the world to me: The role of residential mobility in centrality of romantic relationships. Social Psychological and Personality Science, 13(7), 1151-1162. https://doi.org/10.1177/19485506211061017