Social belonging and academic mindset affect student performance in an introductory biology course at a two-year college

A study conducted at a U.S. two-year institution investigated the impact of social belonging and academic mindset on student performance in introductory biology courses. It specifically examined how affective constructs, including sense of belonging, belonging uncertainty, and entity/incremental beliefs, relate to academic outcomes among a diverse student population in access-oriented institutions.

This research is strategically important because it identifies non-academic factors influencing student success in foundational STEM courses within critical educational pathways. Understanding these affective constructs can inform institutional strategies to enhance retention, academic achievement, and broaden participation in STEM fields, particularly for diverse student populations.

Access-oriented institutions are crucial for broadening STEM participation, serving increasingly diverse student populations.

Forward consideration, not a verified fact.