RANDOMIZED EVALUATION OF AN INTERVENTION TO ENHANCE A SENSE OF BELONGINGNESS AMONG ENTERING COLLEGE STUDENTS.
RANDOMIZED EVALUATION OF AN INTERVENTION TO ENHANCE A SENSE OF BELONGINGNESS AMONG ENTERING COLLEGE STUDENTS.
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DOI：
10.1353/csj.2022.0002
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发表时间：
2022
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这项研究考察了一项旨在提高美国东部一所中等规模、四年制公立大学新生归属感的干预措施。一项随机对照试验用于评估“连接项目”的影响，这是一项新颖的、为期 9 次的干预措施，以 128 名一年级学生为样本（77 名治疗组，48 名候补名单对照）。鉴于 COVID-19 的爆发，学生接受了面对面/在线混合干预。干预后，在考虑基线水平后，干预组的学校归属感明显高于对照组学生。对人口变量调节的事后分析表明，干预措施对于该样本中来自不同背景的学生的作用相似。这些结果被解释为表明这种干预措施在促进大学新生之间的社区意识和联系方面的潜在价值，无论是亲自还是在线进行。
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.