Examining the Relationships of Student Interactions, Challenge and Support, Flourishing, Sense of Belonging, and Grade Point Average for Students Who Live on Campus

SENSE OF BELONGING AND ACADEMIC SUCCESS are pivotal in the dynamic landscape of higher education, providing students with a sense of success and security that can improve their physical and mental health, motivation, and engagement. Drawing on research by Sanford, Sriram and colleagues, and Tinto, this study investigates the intricate relationship between challenge, support, student interactions, grade point average, and broader constructs of flourishing and sense of belonging for students living on campus. By validating scales measuring challenge and support, this study examines the impact that a beneficial balance of these factors has on shaping student outcomes. Findings suggest that fostering intentional interactions—particularly academic, social, and deeper life interactions with peers—significantly influences flourishing and sense of belonging for students living on campus. Surprisingly, experiencing excessive challenges correlates with increased grade point averages. Implications extend to practice and advocating for strategies to enhance student interactions in on-campus living environments.