导航隐藏的课程:基于资源和基于故事的高等教育干预措施的研究
Al Robiullah1, Lacey Quadrelli1, Leslie Remache2
1Department of Educational Psychology, Teachers College, Ball State University, Muncie, IN 47306, USA.
Behavioral sciences (Basel, Switzerland)
|February 27, 2026
概括
差异教育干预措施改善了大学生的平均成绩和留学能力. 这些策略有助于学生应对学术挑战,并通过困难而坚持下去,特别是在为少数民族服务的机构.
科学领域:
- 高等教育研究 高等教育研究
- 学生事务 学生事务
- 教育心理学教育心理学
背景情况:
- 大学过渡期是学生成功的关键时期.
- 服务于少数群体的机构 (MSI) 面临着支持多元化的学生群体的独特挑战.
- 需要有效的干预措施来增强学生的应对机制和学术持久性.
研究的目的:
- 评估差异教育干预措施在支持大学生过渡期间的有效性.
- 评估以资源为中心和基于叙事的方法对学生成果的影响.
- 检查学生人口统计学方面的差异影响,包括第一代学生的地位.
主要方法:
- 随机对照试验涉及716名MSI的一年级学生.
- 干预小组接受了以资源为中心或以学生为导向的叙事方法.
- 对照组 (N=2708) 由不参与部分的学生组成.
主要成果:
- 与对照组相比,这两组干预组在秋季学期的GPA显著改善.
- 在干预条件下,学生的第一年留学率显著更高.
- 第一代学生与下一代同龄人相比没有显示差异性好处.
结论:
- 差异教育干预措施可以有效地支持学生在大学过渡期间的应对和坚持.
- 基于资源和基于叙事的策略有助于学生理解学术需求和克服挫折.
- 这些干预措施有望提高学生的成绩,特别是在为少数民族服务的机构中.
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