To date, most research on sense of belonging in higher education has relied upon between-person correlations (e.g., Murphy and Zirkel in Teach Coll Rec 117(12):1–40, 2015; Ostrove and Long in Rev High Educ 30(4):363–389, 2007). In the current study, first- and continuing-generation college students (N = 280) reported their sense of belonging and their emotional and behavioral engagement in college every evening for a week. These data were used to examine both person-level and daily dynamics of sense of belonging and student engagement. With few exceptions, sense of belonging was associated with all types of student engagement at both the person and the daily levels. At the person level: replicating previous research, students with a higher sense of belonging than their peers tended to also have higher emotional and behavioral engagement. At the daily level: regardless of students’ typical sense of belonging, if they experienced especially high sense of belonging on a particular day, their emotional and behavioral engagement on that same day tended to be higher than usual. For two measures of student engagement—feelings toward school and in-class engagement—first-generation college students were especially sensitive to day-to-day fluctuations in sense of belonging. There were, however, few other effects of student generation. Overall, results suggest that sense of belonging is an important resource for maintaining student engagement among all students, but especially among first-generation students. In addition, because sense of belonging operates at both person and daily levels, schools can work at both levels to improve students’ belonging.

迄今为止，大多数关于高等教育归属感的研究都依赖于人与人之间的相关性（例如，Teach Coll Rec 117（12）：1–40，2015中的Murphy和Zirkel； Rev High Educ 30（4）中的Ostrove和Long。 ）：363–389，2007）。在当前的研究中，第一代和以后的大学生（N = 280）报告了他们的归属感以及一周内每天晚上在大学中的情感和行为参与。这些数据用于检查个人水平和日常归属感和学生参与度的动态。除了少数例外，归属感与人和日常活动中所有类型的学生敬业度有关。在人的层面上：复制以前的研究，拥有比同龄人更高的归属感的学生往往也具有更高的情感和行为参与度。在日常水平上：无论学生的典型归属感如何，如果他们在特定的一天经历特别高的归属感，则他们在同一天的情感和行为参与度往往会比平常高。对于学生敬业度的两种衡量标准（对学校的参与感和课堂参与感），第一代大学生对归属感的日常波动特别敏感。但是，学生一代几乎没有其他影响。总体而言，研究结果表明，归属感是保持所有学生，尤其是第一代学生之间的学生参与度的重要资源。另外，由于归属感在人的层面和日常层面上都起作用，因此学校可以在两个层面上工作，以提高学生的归属感。结果表明，归属感是保持所有学生，尤其是第一代学生之间的参与度的重要资源。另外，由于归属感在人的层面和日常层面上都起作用，因此学校可以在两个层面上工作，以提高学生的归属感。结果表明，归属感是保持所有学生，尤其是第一代学生之间的参与度的重要资源。另外，由于归属感在人的层面和日常层面上都起作用，因此学校可以在两个层面上工作，以提高学生的归属感。