在哪里以及与谁一起进行短暂的社会参与促进了大学的进步?
Gregory M Walton1, Mary C Murphy2, Christine Logel3
1Department of Psychology, Stanford University, Stanford, CA, USA.
概括
一个简短的在线社会干预措施改善了历来以较低的成绩完成大学一年级的学生的成绩. 它的有效性取决于机构背景和团体成员的机会.
科学领域:
- 教育心理学
- 教育社会学
- 干预科学
背景情况:
- 学生的归属对于学业成功和减少不平等至关重要.
- 之前的社会归属干预表明有前途, 但缺乏广泛的实证测试跨不同的机构.
- 了解影响干预效果的背景因素至关重要.
研究的目的:
- 调查一年级大学生在线社交活动的有效性.
- 检查机构背景和群体成员的机会如何调节干预效应.
- 开发分析学生身份,背景和干预之间的相互作用的方法.
主要方法:
- 一个大规模的团队科学随机控制试验, 涉及22个不同的高等教育机构的26,911名学生.
- 在入学前在线管理社会干预 (不到30分钟).
- 分析一年级全日制学生的毕业率,重点关注小组差异和背景因素.
主要成果:
- 这项社会归属性干预措施显著提高了第一年全日制学生毕业率.
- 这项干预措施对历来较低成绩的学生尤为有效.
- 干预的有效性取决于大学的环境,
结论:
- 一个低成本,可扩展的社会归属性干预措施可以有效地提高大学生留学率.
- 学生身份,群体归属和机构背景之间的互动对于干预成功至关重要.
- 调查结果对美国众多四年制教育机构进行了概括,强调了可扩展性.
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