Does person-group fit matter? A further examination of hope and belongingness in academic enhancement groups.

Abstract

Efforts have been made to support the academic success and address the retention of low academically performing college students; however, little is known about how these interventions are effective. This study builds upon recent findings that the hope and belongingness of college students in a group-based academic enhancement intervention were important factors in their academic success. Applying personenvironment fit theory, this study assessed changes in an individual's hope and belongingness, changes in the group's hope and belongingness, and the interaction between changes in both an individual's hope and belongingness and the group's hope and belongingness (i.e., person-group fit) on the academic outcomes of 145 college students participating in 11 academic enhancement seminars. Results indicated that changes in a student's hope and belongingness were positively associated with changes in their academic self-efficacy, but not their academic performance, as measured by grade point average (GPA). However, the changes in the group's hope and belongingness moderated the relationship between students' changes in hope and belongingness and their academic performance, such that these relationships were stronger when the student fit with their group in regard to their perceived changes in hope and belongingness (i.e., high individual-high group change). This study provides further support for the importance of instilling hope and a sense of belongingness in students within academic enhancement groups, and the complex influence of group-level processes within these interventions. Public Significance StatementThis study tested the notion that students will benefit more from an academic enhancement seminar when there is a fit between themselves and the other students in their seminar. Findings indicated that fit was an important factor regarding students' hope and belongingness and their academic performance. Instructors of group-based academic success interventions may benefit from attending to both individual-and group-level processes, particularly student's and the group-as-a-whole's hope and sense of belonging.

Program evaluation of a virtual mentoring program for BIPOC undergraduates in psychology.

“…Research indicates that experiencing microaggressions decreases confidence, which in turn reduces college, graduate, and career aspirations (Acevedo-Gil, 2018). Additionally, experiencing microaggressions reduces feelings of belongingness (Lewis et al, 2021), which is a key factor for retention and academic success (Graham & McClain, 2019; Wurster et al, 2021; Yorke, 2016). Coping with microaggressions in an academic setting requires a great deal of emotional and cognitive energy (Lewis et al, 2013).…”

Measuring college belongingness: Structure and measurement of the Sense of Social Fit Scale.

“…Similar to other contexts of belonging, college belonging influences many life outcomes. For example, it is positively associated with academic and social self-efficacy (Wurster et al, 2021) as well as better physical health and more health-promoting behaviors (Walton & Cohen, 2011). Belongingness can also function as an emotional support for students processing difficult events such as loss of loved ones (McNally et al, 2021).…”

The impact of peer mentoring in first-year education students

“…(2020) emphasize the need for institutions to proactively create a sense of belonging for women of color, in particular, and to provide social and structural support through policies and systemic training efforts that address social pain. Findings indicated that academically struggling students benefited from participating in a mentor program, thus underscoring the importance of instilling belongingness (Capstick et al ., 2019; Hoyert et al ., 2019; Wurster et al ., 2021). Students of varying social identities experience college differently, yet institutional supports tend to be one-size-fits-all.…”