Sense of belonging academic stress and academic motivation among first generation students of Offinso College of Education

Abstract

The College of Education functions as a societal setting where educational activities occur. Nevertheless, when students transition from various secondary schools into this environment, they often experience considerable stress and diminished motivation, which in turn heightens their need for a sense of belonging to adapt successfully. This study aimed to examine the relationship between sense of belonging, academic stress, and motivation among first-generation students of Offinso College of Education. The researcher adopted the quantitative approach to the study. The target population for this study included all students at the Offinso College of Education, Kumasi. The sample size for the study included 167 students. Questionnaires were used to gather data. Frequencies and percentages were used to analyze data on the demographics of participants. Research hypotheses 1, 2, and 3 were analyzed using the Pearson Product-Moment Correlation Coefficient (PPMCC). Research hypothesis 4 was analysed using moderation analysis using the Smart PLS. It was found that a strong but negative correlation existed between sense of belonging and academic stress of students at the College. Again, a positive, strong correlation existed between sense of belonging and academic motivation of students at the College. Furthermore, a strong correlation exists between academic stress and the academic motivation of students at the College. However, the sense of belonging did not moderate the relationship between academic stress and academic motivation. It is recommended that, since there was a relationship among academic stress, academic motivation, and sense of belonging, Colleges of Education should put measures in place, such as introducing recreational activities to manage stress among students, as it will have a significant effect on students’ academic motivation and sense of belonging.