Students' University Identification: An Exploratory Study in the United States and Italy

IF 1.1 Q4 PSYCHOLOGY, EDUCATIONAL
S. Di Battista, Heather Smith, L. Mongelli, Chiara Berti
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引用次数: 1

Abstract

Students’ identification with schools or universities predicts many positive aspects such as cooperation and completion of studies. Two hundred and eleven Italian students and 226 U.S. students wrote responses to open-ended questions about a time that they either felt connected (identified) or disconnected to (not identified) with their university. In Italy, students prompted to identify with the university mainly focused their descriptions on didactical aspects such as academic training experiences. Italian students prompted not to identify with the university mainly described their experiences with the university’s organizational and administrative aspects. U.S. students prompted to identify or not with the university mainly focused on the social aspects of their university experience such as their involvement with fraternities and sororities. In both nations, students rarely mentioned instrumental aspects of their university experience such as the evaluation of how much the university matters for professional training. These qualitative results help to fully understand the contents of the experience of university students. Understanding students’ identification can be vital in order to improve the quality of university teaching and to support professors in developing their roles.
大学生大学认同:美国和意大利的探索性研究
学生对学校或大学的认同预示着许多积极的方面,如合作和完成学业。211名意大利学生和226名美国学生写下了对开放式问题的回答,这些问题涉及他们觉得与大学有联系(已确定)或脱节(未确定)的时间。在意大利,被促使认同这所大学的学生主要将他们的描述集中在教学方面,如学术培训经历。被提示不认同这所大学的意大利学生主要描述了他们在大学组织和管理方面的经历。被促使认同或不认同这所大学的美国学生主要关注他们大学经历的社会方面,比如他们与兄弟会和女生联谊会的关系。在这两个国家,学生们很少提及他们大学经历的重要方面,比如对大学对专业培训的重要性的评估。这些定性结果有助于充分理解大学生体验的内容。了解学生的认同对于提高大学教学质量和支持教授发挥自己的作用至关重要。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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来源期刊
CiteScore
1.90
自引率
0.00%
发文量
13
审稿时长
8 weeks
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