第一代学生进入和通过荣誉人才项目的身份兼容性、归属感和自我效能感:一项混合方法研究

Q1 Social Sciences
Annegien Langeloo, Elanor Kamans
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引用次数: 0

摘要

在考察入学和毕业成绩时,第一代学生接受高等教育的机会仍然较少。荷兰的第一代学生也不太可能参加荣誉人才项目。然而,人们对导致这些影响的原因知之甚少。第一代优等生可能面临与身份相关的挑战和心理挑战,如身份不相容,这与归属感和自我效能感水平低有关。本研究通过三项研究,采用混合方法探讨了第一代学生在荣誉人才项目中遇到的与身份相关的心理障碍。结果表明,心理认同因素是第一代学生在荣誉人才项目中的障碍,尽管这些障碍随着时间的推移而变化。荣誉人才项目的第一代学生比他们的下一代同龄人经历了更多的身份不相容。然而,身份不相容并不影响他们不参加荣誉项目的原因;相反,(缺乏)自我效能感会。此外,定量数据显示,高水平的身份不相容在荣誉人才计划之前和期间与较低水平的(预期)归属感和自我效能感相关。然而,研究的定性部分表明,学生普遍报告相对较高的归属感和自我效能感在荣誉人才计划。总之,这些结果表明,尽管荣誉人才项目可以为第一代学生提供一个温暖和欢迎的安全空间,但荷兰和国外的荣誉教育工作者也需要更多地意识到第一代学生的挣扎,并积极投资于招募和支持这群学生参加荣誉人才项目。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
First-generation students’ identity compatibility, sense of belonging and self-efficacy going to and through honors talent programs: a mixed-method study
When examining enrollment and graduation grades, higher education remains less accessible for first-generation students. Dutch first-generation students are also less likely to attend honors talent programs. However, not much is known what is driving these effects. First-generation honors students might face identity-related and psychological challenges, such as identity incompatibility, which is associated with low levels of sense of belonging and self-efficacy. This study investigates what identity-related psychological obstacles first-generation students experience in honors talent programs through three studies using a mixed-method approach. Results showed that psychological identity factors are obstacles for first-generation students in honors talent programs, though these obstacles vary over time. First-generation students in honors talent programs experience more identity incompatibility than their continuing-generation peers. However, identity incompatibility does not influence their reasons for not participating in honors programs; instead, (lack of) self-efficacy does. Moreover, quantitative data showed that higher levels of identity incompatibility before and during the honors talent program relate to lower levels of (anticipated) sense of belonging and self-efficacy. However, the qualitative part of the study showed that students generally report relatively high levels of sense of belonging and self-efficacy in the honors talent program. Together, these results show that even though the honors talent program can be a warm and welcoming safe space for first-generation students, there also is a need for honors educators in The Netherlands and abroad to become more aware of the struggles of first-generation students and actively invest in recruiting and supporting this group of students in honors talent programs.
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CiteScore
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