短期間の社会的な関わりが 大学での進歩を促すのはどこで誰と?
Gregory M Walton1, Mary C Murphy2, Christine Logel3
1Department of Psychology, Stanford University, Stanford, CA, USA.
まとめ
短期的なオンライン社会貢献活動により 学生の大学卒業率が上がりました その有効性は,制度的な文脈とグループ所属の機会に依存した.
科学分野:
- 教育心理学
- 教育社会学
- 介入科学
背景:
- 学生の帰属は学業の成功と 格差の軽減に不可欠です
- 以前の社会的な介入は有望であったが,様々な機関で広範な経験的テストが欠けていた.
- 介入の有効性に影響する文脈的要因を理解することは不可欠です.
研究 の 目的:
- 1年生のための 短いオンライン社会的な介入の有効性を 調べるためです
- 制度的状況とグループ属性の機会が介入効果をどのように緩和するか検討する.
- 学生のアイデンティティ,文脈,介入の相互作用を分析する方法を開発する.
主な方法:
- 22の異なる高等教育機関から 26,911人の学生が参加した 大規模なチーム科学による ランダム化制御試験です
- 大学入学前 (30分以内) の ソーシャル・アフィリエイトのオンライン管理
- 1年生のフルタイムの卒業率の分析,サブグループ差と文脈的なモダレーターに焦点を当てた.
主要な成果:
- 社会的帰属の介入は,学生の1年生全日制卒業率を大幅に増加させました.
- この介入は,歴史的に低い進歩率に直面しているグループにおける学生にとって特に効果的でした.
- 介入の有効性は,特に学生のグループに所属する機会があったとき,大学の文脈に左右されました.
結論:
- 低コストでスケーラブルな社会的な介入は 留学生の留学率を 効果的に改善します
- 学生のアイデンティティや グループへの属性 制度的な文脈の相互作用が 介入の成功に不可欠です
- この結果は,アメリカ全土の多くの4年制教育機関に一般化され,スケーラビリティを強調しています.
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