A belonging-enhancing intervention produced a smaller decline in sense of belonging over the first year than the control groups¶

Claim · All claims
Evidence · 1 study · causal r? · q3
Currency · newest study 2007 · checked against its sources 2026-10-20 (automated, 1 of 1 entry) · not reviewed by a person

Subclaims¶

q3 i? Students randomly assigned to the intervention group showed a smaller decline in sense of belonging over the academic year than students in the control groups. → Hausmann 2007

Evidence¶

Hausmann 2007¶

Hausmann, L.R.M., Schofield, J.W. & Woods, R.L. (2007). Sense of Belonging as a Predictor of Intentions to Persist Among African American and White First-Year College Students. Research in Higher Education. https://doi.org/10.1007/s11162-007-9052-9

q3 · i? · causal · r?

In this randomized intervention study, students "were randomly assigned to a group that received an intervention to enhance students' sense of belonging or to one of two control groups," and the intervention group's belonging decline was smaller. No effect size is printed in the available text.

"However, the decline in sense of belonging was smaller for students in the intervention group."

Discussion¶

Learner Variables¶

• Belonging — outcome: instruction changes it

Related Claims¶

• Belonging Interventions Improve Outcomes — the general claim this finding bears on, with the studies behind it
• Both sense of belonging and intentions to persist decline over the first academic year — related
• Localizing word-problem character names improved MATHia performance only for specific subgroup-majority schools, with no improvement in sense of belonging overall — related
• First-year students' sense of belonging to their university predicts intentions to persist, controlling for background variables and other persistence predictors — related
• Belongingness is among the factors that most strongly and reliably affect learners' academic motivation and achievement — a broader claim this one bears on