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Navigating a Different World: Effect...

Jones, Tiffany M.

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Navigating a Different World: Effects of a Text-Message Intervention on Fostering Faculty-Student Interactions, Belonging, and Persistence Among First-Generation College Students.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Navigating a Different World: Effects of a Text-Message Intervention on Fostering Faculty-Student Interactions, Belonging, and Persistence Among First-Generation College Students./
作者:	Jones, Tiffany M.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2020,
面頁冊數:	165 p.
附註:	Source: Dissertations Abstracts International, Volume: 82-05, Section: B.
Contained By:	Dissertations Abstracts International82-05B.
標題:	Counseling psychology. -
電子資源:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=28152363
ISBN:	9798691230783

Navigating a Different World: Effects of a Text-Message Intervention on Fostering Faculty-Student Interactions, Belonging, and Persistence Among First-Generation College Students.
Jones, Tiffany M.

Navigating a Different World: Effects of a Text-Message Intervention on Fostering Faculty-Student Interactions, Belonging, and Persistence Among First-Generation College Students. - Ann Arbor : ProQuest Dissertations & Theses, 2020 - 165 p.

Source: Dissertations Abstracts International, Volume: 82-05, Section: B.

Thesis (Ph.D.)--The University of Wisconsin - Madison, 2020.

This item must not be sold to any third party vendors.

Building a strong relationship with a faculty member is an essential component of the collegiate experience. Linked to a host of positive academic and social outcomes, faculty-student interactions may be especially beneficial for first-generation college students (FGCS). However, upon arriving to campus, FGCS are far less likely to interact with faculty, whether formally or informally outside of the classroom (Chang, 2005; Terenzini et al., 1996; Soria & Stebleton, 2012; Arum & Roksa, 2011). The primary purpose of this study was to develop, administer, and evaluate the effectiveness of a 6-week, text message intervention aimed at increasing the frequency and quality of course instructor-student interactions among freshmen and sophomore, first-generation college students (FGCS). Over the course of two academic semesters, 113 FGCS were recruited and randomly assigned to one of three groups: treatment, attention control, or no treatment. Methodology included examining changes in participants' persistence intentions, belonging, communication apprehension, and frequency of course instructor-student interactions across two time points. Contrary to the stated hypotheses, results indicated that at the 6-week follow-up, participants in the treatment group did not significantly differ from participants in the attention control and no treatment groups. Nevertheless, this study contributes to the broader literature on the application of brief technology interventions among collegiate populations. Clinical implications, directions for future research, and limitations are discussed.

ISBN: 9798691230783Subjects--Topical Terms:

924824
Counseling psychology.
Subjects--Index Terms:

First-generation college student

Navigating a Different World: Effects of a Text-Message Intervention on Fostering Faculty-Student Interactions, Belonging, and Persistence Among First-Generation College Students.
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