Thwarted Belongingness as a predictor of mental health and academic outcomes in a Hispanic college student population.

Objectives

Thwarted Belongingness (TB) and Perceived Burdensomeness (PB) have been linked to various mental health outcomes; however, less is known about their impact on academic performance.

Methods

This study examined the relationship between TB, PB, mental health, and academic outcomes among a sample of Hispanic college students (n = 93) at a R1 Hispanic-Serving Institution.

Results

Results indicated that TB was significantly correlated with elevated anxiety and depression, as well as lower college self-efficacy and weaker academic skills. After controlling for anxiety and depression, TB retained a unique, independent association with both college self-efficacy and academic skills. Conversely, the relationship between PB and academic outcomes was accounted for by depressive symptomology. Conlusions: These findings highlight TB as a critical determinant of both mental health and academic outcomes, in this sample. Implications for utilizing belongingness initiatives as a distinct, preventative pathway to support psychological and academic well-being among Hispanic college students are discussed.