{"title":"少数民族大学一年级学生幸福感与归属感:一项简短干预的质性调查","authors":"T. Strayhorn","doi":"10.29333/ajqr/11422","DOIUrl":null,"url":null,"abstract":"Sense of belonging is associated with students’ social adjustment and academic success, especially during the first-year of college. In this study, ethnic minority first-year college students were exposed to a brief belonging video intervention designed to alter self-beliefs, antisocial behaviors and personally threatening interpretations of academic-related adversities. Using an innovative qualitative approach, the researcher assessed college students’ perceptions of the intervention on their health, well-being, and sense of belonging in the first year. Findings reveal that the video intervention helped first-year college students of color at PWIs reframe negative academic, financial, and social experiences while facilitating supportive networks, community, and belonging. Implications for research, policy, and practice are delineated.","PeriodicalId":93517,"journal":{"name":"American journal of qualitative research","volume":" ","pages":""},"PeriodicalIF":0.0000,"publicationDate":"2021-12-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"3","resultStr":"{\"title\":\"Exploring Ethnic Minority First-Year College Students’ Well-Being and Sense of Belonging: A Qualitative Investigation of a Brief Intervention\",\"authors\":\"T. Strayhorn\",\"doi\":\"10.29333/ajqr/11422\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"Sense of belonging is associated with students’ social adjustment and academic success, especially during the first-year of college. In this study, ethnic minority first-year college students were exposed to a brief belonging video intervention designed to alter self-beliefs, antisocial behaviors and personally threatening interpretations of academic-related adversities. Using an innovative qualitative approach, the researcher assessed college students’ perceptions of the intervention on their health, well-being, and sense of belonging in the first year. Findings reveal that the video intervention helped first-year college students of color at PWIs reframe negative academic, financial, and social experiences while facilitating supportive networks, community, and belonging. Implications for research, policy, and practice are delineated.\",\"PeriodicalId\":93517,\"journal\":{\"name\":\"American journal of qualitative research\",\"volume\":\" \",\"pages\":\"\"},\"PeriodicalIF\":0.0000,\"publicationDate\":\"2021-12-13\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"3\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"American journal of qualitative research\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.29333/ajqr/11422\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"\",\"JCRName\":\"\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"American journal of qualitative research","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.29333/ajqr/11422","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"","JCRName":"","Score":null,"Total":0}
Exploring Ethnic Minority First-Year College Students’ Well-Being and Sense of Belonging: A Qualitative Investigation of a Brief Intervention
Sense of belonging is associated with students’ social adjustment and academic success, especially during the first-year of college. In this study, ethnic minority first-year college students were exposed to a brief belonging video intervention designed to alter self-beliefs, antisocial behaviors and personally threatening interpretations of academic-related adversities. Using an innovative qualitative approach, the researcher assessed college students’ perceptions of the intervention on their health, well-being, and sense of belonging in the first year. Findings reveal that the video intervention helped first-year college students of color at PWIs reframe negative academic, financial, and social experiences while facilitating supportive networks, community, and belonging. Implications for research, policy, and practice are delineated.