Research on the Influence of Social Interaction on Undergraduate Academic Development Outcomes:Based on A Comparison of First-generation and Non-first-generation College Students
Using the CCSEQ questionnaire as the survey tool,an investigation was conducted among undergraduates at ten universities in Beijing.Based on the survey data,students'self-reported learning gains and academic performance were taken as academic development outcome variables.Independent sample t-tests and multiple linear regression were used to explore the impact of social interaction on these academic development outcomes.The results indicate that non-first-generation college students exhibit higher levels of social interaction and better academic development outcomes compared to first-generation college students.The social interaction and academic development outcomes of both first-generation and non-first-generation college students follow a"U"-shaped curve across different grades.Participation in extracurricular activities does not significantly affect the learning gains for first-generation college students but has a significant impact on non-first-generation college students.The impact of social interaction on academic performance is generally small,while student-teacher interaction positively influences academic performance.It is recommended that universities provide more resources and professional guidance for students,address the needs of students at different grades,optimize extracurricular activities,and encourage student-teacher interactions to enhance educational quality and promote educational equity.
Social interactionLearning harvestAcademic performanceFirst-generation college students
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万方数据
