Are belongingness and hope essential features of academic enhancement groups? A psychosociocultural perspective.

Abstract

Despite evidence of the effectiveness of postsecondary academic enhancement interventions, presently there is a paucity of research examining the effective processes of such programs. Informed by the psychosociocultural model, this study tested the relationship between the growth in hope and belongingness, as well as academic achievement for undergraduates on academic probation participating in academic enhancement groups. Longitudinal ratings of hope and belongingness from 167 undergraduates enrolled in 22 academic enhancement groups were modeled as predictors of changes in their grade-point average (GPA). Results indicated that the growth in students' hope and belongingness were significantly associated with changes in their GPA. Additionally, gender significantly moderated the relationship between hope and academic achievement, such that women who had small or large increases in their hope during the intervention and men who had large increases in hope during the intervention had significant and large improvements in their GPAs; men who had small increases in hope during the intervention had significant but small improvements in their GPAs. Our findings suggest the importance of group processes of belongingness and hope for academic enhancement groups. (PsycINFO Database Record

Examining the association between therapeutic factors and outcomes of academic enhancement seminars

“…The lack of research on processes and mechanisms within effective interventions has been documented within the literature (Pascarella & Terenzini, 2005;Robbins et al, 2009). Kivlighan et al (2018) noted the paucity of research in this area and proposed an investigation of how process variables might be impacting outcomes in an academic enhancement seminar. Specifically, they expressed interest in the role of hope and belongingness on students' academic performance (as measured by GPA) and persistence.…”

“…Using a measure that operationalizes psychosocial constructs within a group setting seems particularly applicable given that classroom-based interventions for students on academic probation often facilitate self-reflection and include discussion of personal, as well as academic, problems (e.g., Coleman & Freedman, 1996;Hanger et al, 2011;Humphrey, 2006;Kamphoff et al, 2007;McGrath & Burd, 2012;Mellor et al, 2015). Kivlighan et al (2018) used MacNair-Semands et al's (2010 measure to determine hope and belongingness in undergraduate students on academic probation who enrolled in a voluntary, one-credit, graded seminar designed to improve students' academic standing. They were interested in growth in hope and belongingness, and whether this was associated with growth in academic outcome.…”

“…This study proposes to build upon the work of Kivlighan et al (2018) by addressing whether changes in the four therapeutic factors (Instillation of Hope, Secure Emotional Expression, Awareness of Relational Impact, and Social Learning; MacNair-Semands et al, 2010) during an existing academic intervention for first-year college students who performed poorly in their first semester are associated with positive outcomes, as measured by improvement in GPA. Because this study utilized an existing academic enhancement course and the authors did not contribute to the content of the course, we considered all four therapeutic factors.…”

“…Because this study utilized an existing academic enhancement course and the authors did not contribute to the content of the course, we considered all four therapeutic factors. Kivlighan et al (2018) was the first study to consider process factors within an academic enhancement course that contribute to positive outcomes. Like most of the other research on classroom-based interventions for students on academic probation, they used academic performance (measured by GPA) as their outcome measure.…”

“…The current study sought to determine if factors known to be responsible for change in group therapy (called "therapeutic factors") were associated with positive outcomes in a seminar for students on academic probation. It used methods similar to Kivlighan et al (2018) to determine if change in therapeutic factors was associated with improved GPA, belief in one's ability to succeed in college, and perception of the college environment. We did not find an association.…”