Belongingness moderates student mindsets’ influence among first-generation, community college students of color.
Saved in:
| Title: | Belongingness moderates student mindsets’ influence among first-generation, community college students of color. |
|---|---|
| Authors: | Fong, Carlton J.1 (AUTHOR) carltonfong@txstate.edu, Fathi, Zohreh1 (AUTHOR), Adelugba, Semilore F.1 (AUTHOR), García, Agustín J.1 (AUTHOR), Garza, Melissa1 (AUTHOR), Pinto, Giovanna Lorenzi1 (AUTHOR) |
| Source: | Social Psychology of Education. 2025, Vol. 28 Issue 1, p1-17. 17p. |
| Abstract: | Recent insights have underscored the role of context in cultivating intelligence mindsets’ influence on students’ academic outcomes. Psychological affordances of the social context may encourage an adaptive perspective (i.e., growth mindset). Expanding this novel area of investigation, we examined how students’ sense of belonging, as an affordance of the college context, moderates the association between mindset beliefs and academic outcomes. Using secondary data from the 2018 Community College Survey of Student Engagement, we focused on students often deemed at-promise and historically underrepresented in postsecondary education in the U.S.–a sample of 2,043 first-generation Students of Color who enrolled in their first year at one of 129 community colleges. Controlling for several sociodemographic covariates, we used fixed effects regression to identify the extent to which belonging moderated the positive association between growth mindset and college GPA; for students experiencing greater belonging, the association between growth mindset and grades was stronger than for students experiencing lower belonging. This study highlights the concomitance and synergy of students’ sense of belonging and mindset beliefs as situative levers for equitable outcomes in college. [ABSTRACT FROM AUTHOR] |
| Copyright of Social Psychology of Education is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
|
Full text is not displayed to guests.
Login for full access.
|
|
| Abstract: | Recent insights have underscored the role of context in cultivating intelligence mindsets’ influence on students’ academic outcomes. Psychological affordances of the social context may encourage an adaptive perspective (i.e., growth mindset). Expanding this novel area of investigation, we examined how students’ sense of belonging, as an affordance of the college context, moderates the association between mindset beliefs and academic outcomes. Using secondary data from the 2018 Community College Survey of Student Engagement, we focused on students often deemed at-promise and historically underrepresented in postsecondary education in the U.S.–a sample of 2,043 first-generation Students of Color who enrolled in their first year at one of 129 community colleges. Controlling for several sociodemographic covariates, we used fixed effects regression to identify the extent to which belonging moderated the positive association between growth mindset and college GPA; for students experiencing greater belonging, the association between growth mindset and grades was stronger than for students experiencing lower belonging. This study highlights the concomitance and synergy of students’ sense of belonging and mindset beliefs as situative levers for equitable outcomes in college. [ABSTRACT FROM AUTHOR] |
|---|---|
| ISSN: | 13812890 |
| DOI: | 10.1007/s11218-024-10007-3 |
