Being offered Supplemental Instruction shows no significant effect on first-year students' mental well-being¶

Claim · All claims
Evidence · 1 study · causal r3 · q4
Currency · newest study 2022 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q4 i? Treatment and control students did not differ significantly on post-test mental well-being (F = 0.62, p = 0.43), nor after covariate adjustment (F = 0.90, p = 0.46). → Dekker 2022

Evidence¶

Dekker 2022¶

Dekker, I., Luberti, M., & Stam, J. (2022). Effects of supplemental instruction on grades, mental well-being, and belonging: A field experiment. https://orcid.org/0000-0002-6858-4001

q4 · i? · causal · r3

Post-test ANOVA in the randomized field experiment (S-WEMWBS scale, T1 n = 320) found no significant well-being difference between the offered-SI and control groups; equivalence was not tested. Covariate adjustment did not change the result.

"Students in the treatment and control group did not differ significantly in terms of mental well-being (F = 0.62, df = 1, 319, p = 0.43), or sense of belonging (F = 0.54, df = 1, 319, p = 0.59) on the post-test."

Discussion¶

Related Claims¶

• Being offered Supplemental Instruction shows no significant effect on sense of belonging, measured with a low-reliability scale — related
• Offering Supplemental Instruction raises first-year students' course grades (d = 0.26) in a randomized field experiment — related
• SI-PASS participation showed no significant effect on socio-affective dimensions including well-being and academic adjustment — a broader claim this one bears on