Sense of belonging and professional identity in first year students’ peer networks

Background Students’ sense of belonging in higher education (HE) and professional identity can support adjustment and academic success during the challenging transition to HE. However, little is known about how these constructs co-develop over time, and how peer networks play a role in this process. Aims This study investigates the dynamic and reciprocal development of students’ sense of belonging, professional identity, and peer networks during their initial semester in HE. Sample The sample consisted of a near-complete cohort of 247 first-year psychology students. Methods Students completed surveys at three time points. Sense of belonging and professional identity were assessed through validated scales. Friendship and help-seeking networks were mapped using sociometric nominations. Random-intercept cross-lagged panel models and stochastic actor-oriented models were used to examine reciprocal relations and network co-evolution. Results Early sense of belonging predicted later professional identity, but not vice versa. Students with higher belonging were more likely to initiate friendships and help-seeking ties. Over time, students became more similar to their friends in belonging. Being asked for help increased students’ sense of belonging, while asking for help decreased it. Professional identity was unaffected by peer relationships. Students preferred helpers with similar professional identity. Conclusions Our findings emphasise that sense of belonging is both a driver and outcome of peer relationships and contributes to professional identity development. This indicates that belonging is a key condition for students to benefit from developmental opportunities and supportive resources in HE learning environments, and that its’ development should be supported by HE institutions.