Social exclusion, subjective academic success, well-being, and the meaning of trust.

Autor/inn/en	Thies, Barbara; Heise, Elke; Bormann, Inka
Titel	Social exclusion, subjective academic success, well-being, and the meaning of trust.
Quelle	In: Zeitschrift für Entwicklungspsychologie und pädagogische Psychologie, 53 (2021) 1-2, S. 42-57Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	0049-8637; 2190-6262
DOI	10.1026/0049-8637/a000236
Schlagwörter	Bildungsniveau; Soziale Ausgrenzung; Person-Umwelt-Kongruenz; Vertrauen; Wohlbefinden; Eltern; Inklusion; Leistung; Organisation; Studienanfänger
Abstract	This article uses a person-environment fit perspective to investigate whether and how educational background and general trust are related to fit (or not) with university life as well as to criteria of subjective academic success and well-being. To analyze how students perceive fit with their university, we measured their perception of exclusion and their affective commitment. The sample includes 424 students from two German universities, about half of whom have at least one parent with tertiary education. The results show that especially general trust is related to the subjective criteria of academic success, and that this relationship is mediated by the perception of exclusion, on the one hand, and by the affective commitment, on the other hand. A comparison of the two mediators shows that the perception of exclusion is particularly potent in terms of predicting satisfaction with coping with study demands and general well-being. We discuss the results in terms of their significance to the future diversity management at universities for overcoming social inequality and increasing social inclusion. (ZPID).
Erfasst von	Leibniz-Institut für Psychologie, Trier
Update	2022/2