In this study, researchers examined the benefits of college students’ participation in an extended new student orientation at a large, public research university. Framed
within social identity theory, this study extends a hypothesis that extended new student orientations promote the institutional social identity of first-year students and facilitate their sense of belonging through supportive community development; consequently, the findings suggested that first-year students who participated in an extended new student
orientation had a greater sense of belonging, higher academic performance (as measured through students’ fall and spring cumulative grade point averages), and higher retention to their second year. Recommendations for new student orientation practitioners, directors, and administrators are discussed.
Soria, K. M., Lingren Clark, B., & Coffin Koch, L. (2013). Investigating the academic and social benefits of extended new student orientations for first-year students. The Journal of College Orientation and Transition, 20(2), 33-45.
Soria, Krista; Lingren Clark, Beth; Coffin Koch, Laura.
Investigating the academic and social benefits of extended new student orientations for first-year students.
Journal of College Orientation and Transition.
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