Investigating the academic and social benefits of extended new student orientations for first-year students
2013-06-03
Title
Investigating the academic and social benefits of extended new student orientations for first-year students
Published Date
2013-06-03
Publisher
Journal of College Orientation and Transition
Type
Article
Abstract
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.
Description
Related to
Replaces
License
Collections
Series/Report Number
Funding information
Isbn identifier
Doi identifier
Previously Published Citation
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.
Suggested citation
Content distributed via the University Digital Conservancy may be subject to additional license and use restrictions applied by the depositor. By using these files, users agree to the Terms of Use. Materials in the UDC may contain content that is disturbing and/or harmful. For more information, please see our statement on harmful content in digital repositories.