Applying the MIMIC Model to Assess the Impact of Sociodemographic Background on Students’ College Belongingness

<jats:p>This study examines how students' sociodemographic backgrounds influence their sense of college belongingness—a multidimensional psychological construct associated with students' integration into university life, academic success, and retention. Anchored in Tinto's Student Integration Theory, the research investigates the predictive roles of four sociodemographic factors: region of origin, parental education, distance from residence to campus, and living arrangement. These variables were categorised and treated as covariates within the analytical framework. The researchers assessed college belongingness as a latent variable using the College Belongingness Questionnaire (CBQ), which they adapted into Indonesian. Validation of the 10-item CBQ instrument using Aiken's V index and confirmatory factor analysis showed that all items met the criteria for content validity, construct validity, and reliability. The Multiple Indicators and Multiple Causes (MIMIC) model, a form of structural equation modeling suited for testing latent constructs influenced by observed covariate variables, were employed to analyse the data. A total of 400 undergraduate students from a public university in South Sumatra, Indonesia participated in the data collection conducted by the researchers. A non-probability sampling method, specifically convenience sampling, was employed to recruit participants. The findings indicate that students' region of origin significantly predicts both social inclusion and social exclusion dimensions of college belongingness. Distance from residence to campus was also a significant predictor, though only for social inclusion. Conversely, parental education and type of living arrangement did not significantly predict either dimension. These findings highlight the importance of considering regional background and commuting distance when designing student support, transition, and engagement programs. The study contributes to higher education practice by identifying sociodemographic factors that may place students at risk of reduced belongingness and, therefore, potentially higher dropout vulnerability.</jats:p>