This study examined the relationship between social belonging and student engagement among members of student clubs and associations at a private college in Shah Alam, Malaysia. While previous research has highlighted the link between belonging and engagement primarily in classroom contexts, little is known about how these constructs interact within extracurricular settings. The study aimed to determine whether the number of clubs joined, duration of membership, and leadership roles predicted students’ sense of belonging and engagement. Using a correlational survey design, data were collected from 54 students across various clubs. Pearson correlation analyses revealed that engagement was significantly and positively correlated with the number of clubs joined but not with duration or leadership roles. Conversely, belonging showed no significant relationship with any participation indicators. However, belonging and engagement were strongly and positively correlated with each other, suggesting that while the two are interrelated, they arise from different conditions. The findings indicate that while participation breadth enhances engagement through exposure to diverse social experiences, belonging depends more on the quality of interpersonal relationships and inclusivity within club environments. These findings add to the relatively limited literature on extracurricular participation in non-Western higher education contexts and highlight the importance of fostering inclusive and supportive club cultures that promote both engagement and belonging. Future research should investigate these dynamics using longitudinal and qualitative approaches to better understand how engagement may develop into belonging over time.
Shahrilnizam et al. (Wed,) studied this question.