A synthesis of key concepts and literature

3.3. Engagement and wellbeing

Other factors and impacts associated with a SoB include the enhancement of learner motivation, clear perceptions of the value of academic tasks, academic self-confidence, self-esteem and self-efficacy (Freeman, Anderman, & Jensen, 2007; Goodenow, 1993; Ostermann, 2000; Thomas, 2012a). SoB has also been associated with an enhanced ability to self-advocate and self-regulate (Vaccaro et al., 2015). Several studies have explored the perceptions, attitudes and experiences of full-time campus-based learners in relation to SoB (Hausmann et al., 2009; Locks et al., 2008; Maestas et al., 2007; Tovar & Simon, 2010). Within this area of the research to date, learners claiming a strong SoB associate this with feeling satisfied, free from stress, and being comfortable and happy in their learning situations. Furthermore, they consider that their beliefs are aligned with the social and cultural values of their university, and hence they are often more motivated to engage wholeheartedly in their studies (Hoffman et al., 2002-2003). Such learners often unequivocally stress the importance of feeling cared for and mattering to one or more people in their group or community, who in turn matter to them (Strayhorn, 2012).