Student Feelings of Psychological Ownership at a Mid-Sized Regional Public Institution

Abstract

Research shows that students with strong feelings of connection to the institution they attend often obtain higher grades, score better on tests, and have higher persistence rates than students with less connection to and felt ownership in the organization. However, not all students feel the same level of connection to the institution, even when students have similar backgrounds, participate in the same organizations, or attend the same institution. This correlational relationship study examined the relationship between students' feelings of psychological ownership toward the institution they attend and students' perceptions of involvement, students' feelings of satisfaction, and demographic factors. Findings showed students developed feelings of psychological ownership toward the institution, however demographic factors were not consistently statistically significant. Furthermore, a relationship was found between psychological ownership and both satisfaction and involvement with the institution.

This research shows the concept of psychological ownership can be applied to higher education. However, further research is needed to understand the full implications of this connection. Additionally, the theory of psychological ownership still needs examining as it relates to higher education, as the prevention motivation was not as strongly correlated to student feelings of psychological ownership as the promotion motivation. For practitioners, by intentionally considering the individual aspects of psychological ownership when interacting with students, campus administrators can create a campus environment where students are encouraged to be engaged with the institution and take control of their experience. This ownership by the students may lead to higher retention rates, better alumni involvement, and more campus engagement.