A psychological intervention strengthens students' peer social networks and promotes persistence in STEM.
A psychological intervention strengthens students' peer social networks and promotes persistence in STEM.
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DOI：
10.1126/sciadv.aba9221
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发表时间：
2020-11
期刊：
影响因子：
13.6
通讯作者：
Cohen GL
中科院分区：
文献类型：
--
作者：
Turetsky KM;Purdie-Greenaway V;Cook JE;Curley JP;Cohen GL
心理干预通过在入门课程中建立友谊，增加了学生对生物学的坚持。随着对STEM毕业生需求的增加，在科学、技术、工程和数学（STEM）领域留住学生至关重要。虽然许多提高坚持的方法都是针对个人的内在信念、技能和特征，但本实验中的干预强化了学生的同伴社会网络，以帮助他们坚持下去。在一门入门生物学课程中，学生被随机分配完成一项对照或价值观肯定练习，这是一种假设具有积极社会效应的心理干预。到学期结束时，肯定组学生在这门课上的朋友平均比对照组多29%。肯定也促进了学生网络位置的结构性变化，肯定的学生在整个课程友谊网络中处于更中心的位置。这些不同的社会轨迹预测了STEM的持久性：肯定的学生比对照组更有可能选择生物科学系列的下一门课程，这一效应在统计上被学生期末的友谊所中介。
A psychological intervention increased students’ persistence in biology by building their friendships in a gateway course. Retaining students in science, technology, engineering, and math (STEM) fields is critical as demand for STEM graduates increases. Whereas many approaches to improve persistence target individuals’ internal beliefs, skills, and traits, the intervention in this experiment strengthened students’ peer social networks to help them persevere. Students in a gateway biology course were randomly assigned to complete a control or values affirmation exercise, a psychological intervention hypothesized to have positive social effects. By the end of the term, affirmed students had an estimated 29% more friends in the course on average than controls. Affirmation also prompted structural changes in students’ network positions such that affirmed students were more central in the overall course friendship network. These differing social trajectories predicted STEM persistence: Affirmed students were 11.7 percentage points more likely than controls to take the next course in the bioscience sequence, an effect that was statistically mediated by students’ end-of-semester friendships.
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DOI：
10.1098/rstb.2017.0239
发表时间：
2018-08-19
影响因子：
6.3
作者：
Bernstein, Ethan S.;Turban, Stephen
通讯作者：
Turban, Stephen
影响因子：
2.1
作者：
Katsumi, Yuta;Kim, Suhkyung;Dolcos, Sanda
通讯作者：
Dolcos, Sanda
影响因子：
3.7
作者：
Almaatouq A;Radaelli L;Pentland A;Shmueli E
通讯作者：
Shmueli E
影响因子：
9.3
作者：
DWECK, CS;CHIU, CY;HONG, YY
通讯作者：
HONG, YY
影响因子：
3.4
作者：
Duckworth, Angela Lee;Quinn, Patrick D.
通讯作者：
Quinn, Patrick D.