Abstract

We pilot tested an identity-based relevance-writing intervention designed to support developmental community college students’ (N = 54) educational commitment, value, and persistence. The intervention was embedded within regular journal assignments in two study skills courses with a third section serving as a comparison group. The intervention prompted students to explore how course topics connected to their identity. Results indicated large differences between groups in identity connections made in assignments and follow-up educational commitment and moderate differences in follow-up task value, all favoring the intervention group. There were no differences between groups in course enrollment eight months later. This pilot study offers promising preliminary evidence that an identity-based relevance-writing intervention may be effective in supporting developmental community college students’ academic persistence.

摘要

我们试点测试了一种基于身份的相关性写作干预，旨在支持社区大学生的发展（N = 54) 教育承诺、价值和坚持。干预嵌入在两个学习技能课程的常规期刊作业中，第三部分作为对照组。干预促使学生探索课程主题如何与他们的身份相关联。结果表明，在分配和后续教育承诺中的身份联系方面，各组之间存在较大差异，后续任务价值存在中等差异，均有利于干预组。八个月后，在课程注册方面，各组之间没有差异。这项试点研究提供了有希望的初步证据，表明基于身份的相关性写作干预可能有效支持发展中的社区大学生的学业坚持。