S. Schwartz, McKenna F Parnes, Rebecca K. Browne, Laura J. Austin, Megan Carreiro, J. Rhodes, J. Kupersmidt, Stella S. Kanchewa
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Teaching to Fish: Impacts of a Social Capital Intervention for College Students
Social capital plays a key role in college students’ academic and career success. Using a random assignment design, the current study evaluated the impacts of a one-credit college course designed to increase student help-seeking and social capital within a racially diverse sample of college students. Compared to the control group, students in the treatment group reported improved attitudes towards help-seeking, increased help-seeking behavior, and higher levels of social capital and mentoring support. Academic benefits were mixed, however, with an increase in academic self-efficacy, no impact on college GPA, and a decrease in academic cognitive engagement. Additionally, differential impacts based on year in college, race, and first-generation college student status were observed. Implications for research and practice are discussed.
期刊介绍：
The American Educational Research Journal (AERJ) is the flagship journal of the American Educational Research Association, featuring articles that advance the empirical, theoretical, and methodological understanding of education and learning. It publishes original peer-reviewed analyses that span the field of education research across all subfields and disciplines and all levels of analysis. It also encourages submissions across all levels of education throughout the life span and all forms of learning. AERJ welcomes submissions of the highest quality, reflecting a wide range of perspectives, topics, contexts, and methods, including interdisciplinary and multidisciplinary work.
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