How to measure belonging in higher education: a systematic review
系统梳理了高等教育中归属感的测量工具，发现198种工具中76%仅使用一次且缺乏验证，没有一种完全符合心理测量标准，呼吁开发标准化、有理论基础的测量方法。
Belonging is crucial for student engagement, academic success, and well-being, yet its measurement in higher education lacks consistency. This review examines how belonging is conceptualised and measured, assessing the psychometric properties of instruments. A systematic search, following PRISMA guidelines, of six databases identified 485 studies using quantitative measures of belonging. We identified 198 measures, 76% used only once, with frequent adaptations lacking validation. Psychometric evaluation, following COSMIN guidelines, revealed limited content validity. No measure fully met psychometric standards, though the University Belonging Questionnaire showed partial validity. Belonging measures in higher education are fragmented and inconsistently validated. A standardised, theoretically grounded measure is needed to enhance research comparability and inform policy.