大学学生的归属感:一个国家视角
Maithreyi Gopalan1, Shannon T Brady2
1Department of Education Policy Studies, The Pennsylvania State University.
Educational researcher (Washington, D.C. : 1972)
|June 7, 2024
概括
大学生报告中度归属,但这取决于机构类型和学生背景. 较低的归属,特别是少数民族和四年制大学的第一代学生,与较差的结果有关,这强调了需要进一步研究的需要.
科学领域:
- 心理学 心理学 心理学
- 社会学 社会学 社会学
- 教育教育教育教育教育教育.
背景情况:
- 学生的归属是高等教育的一个关键因素.
- 了解跨不同学生群体和机构类型的归属对于学生的成功至关重要.
- 现有的研究表明,不同学生群体之间的归属可能存在差异.
研究的目的:
- 为了检查美国大学一年级学生的平均归属感.
- 调查归属如何根据机构特征 (例如,两年制与四年制学校) 和学生人口统计 (例如,种族少数民族,第一代身份) 变化.
- 确定归属与关键学生结果 (如坚持,参与和四年制机构的心理健康) 之间的关系.
主要方法:
- 利用美国大学一年级学生的全国代表性样本.
- 收集关于学生归属感的数据.
- 分析了与机构类型,学生特征和学术/心理结果相关的归属水平,控制共变量.
主要成果:
- 一年级大学生,平均而言,报告中等程度的归属感.
- 在归属方面观察到显著的差异:与同龄人相比,种族少数民族和第一代学生在四年制学校的归属率较低,但在两年制学校的归属率较高.
- 在四年制学校,更强的归属感与改善的学生持久性,参与度和心理健康显著相关,即使在调整了多个变量之后.
结论:
- 学生的归属性不是统一的,受到机构和个人因素的影响.
- 存在归属差异,特别影响少数民族和第一代学生.
- 归属是一个关键的心理因素,积极影响大学生的成功和福祉,需要改进的测量和干预策略.
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