Randomized Evaluation of an Intervention to Enhance a Sense of Belongingness among Entering College Students

Autor/inn/en	Costello, Meghan A.; Nagel, Alison G.; Hunt, Gabrielle L.; Allen, Joseph P.
Titel	Randomized Evaluation of an Intervention to Enhance a Sense of Belongingness among Entering College Students
Quelle	In: College Student Affairs Journal, 40 (2022) 1, S.63-76 (14 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0888-210X
Schlagwörter	Intervention; Student School Relationship; Program Effectiveness; College Freshmen; Student Characteristics; School Orientation; Group Membership; Student Adjustment; COVID-19; Pandemics; Social Isolation + Suchen Sie Ihr Suchwort? Schüler-Lehrer-Beziehung; Studienanfänger; Gruppenzugehörigkeit; Student; Students; Adjustment; Schüler; Schülerin; Studentin; Adaptation; Soziale Isolation
Abstract	This study examined an intervention designed to improve sense of belongingness for new students at a medium-sized, four-year, public university in the Eastern United States. A randomized controlled trial was used to assess the impact of The Connection Project, a novel, 9-session intervention in a sample of 128 first-year students (77 treatment, 48 waitlist control). Given the onset of COVID-19, students received a hybrid in-person/online intervention. At post-intervention, the intervention group reported a significantly higher sense of school belongingness, after accounting for baseline levels, than control group students. Post-hoc analyses of moderation by demographic variables indicate that the intervention functioned similarly for students from a variety of backgrounds in this sample. These results are interpreted as suggesting the potential value of this intervention to promote a sense of community and connection among new students in college, whether delivered in-person or online. (As Provided).
Anmerkungen	Southern Association for College Student Affairs. 11935 Abercorn Street, Savannah, GA 31419; e-mail: CSAJreviews@gmail.com; Web site: https://sacsa.site-ym.com/page/CSAJ
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01