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Investigating the academic and social benefits of extended new student orientations for first-year students

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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.

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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.

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Soria, Krista; Lingren Clark, Beth; Coffin Koch, Laura. (2013). Investigating the academic and social benefits of extended new student orientations for first-year students. Retrieved from the University Digital Conservancy, https://hdl.handle.net/11299/150089.

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