Student Retention: Fostering Peer Relationships Through a Brief Experimental Intervention
Student Retention: Fostering Peer Relationships Through a Brief Experimental Intervention
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学生保留率：通过简短的实验干预培养同伴关系
DOI：
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发表时间：
2020
期刊：
影响因子：
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通讯作者：
Kenneth Denton
中科院分区：
文献类型：
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作者：
D. Rasco;Shelby L. Day;Kenneth Denton
社会融合（即归属感、参与感、支持感或连通性）是大学生留校的重要因素，尤其是对来自代表性不足群体的有色人种学生而言。尽管理论模型和相关证据指向这些社会经验的相关性，但很少有研究试图通过实验来提高社会融合，并随后提高留存率。在这项随机实验研究中，我们使用了一个简短的、结构化的亲密感应任务来促进大学生之间的同伴联系，并发现与闲聊任务相比，亲密感应任务更有效地提高了记忆力，尤其是在有色人种学生中。这项研究表明，结构化的互动可能是大学鼓励保留代表性不足群体学生的有效策略。
Social integration (i.e., feeling a sense of belonging, involvement, support, or connectedness) is an important factor in university student retention, especially among students of color from underrepresented groups. Despite theoretical models and correlational evidence pointing to the relevance of these social experiences, few studies have attempted to experimentally increase social integration and, subsequently, retention. In this randomized experimental study, we used a brief, structured closeness-induction task to promote peer connections among undergraduate students and found that the closeness-induction task, compared to a small-talk task, was effective in boosting retention, especially among students of color. This research suggests that structured interactions could be an effective strategy for universities to encourage retention of students from underrepresented groups.