Research Summary: 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.

Why it matters

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.

Key insights

• Access-oriented institutions are crucial for broadening STEM participation, serving increasingly diverse student populations.
• There is limited research on how affective factors influence student success in introductory STEM courses, particularly Introductory Biology, within these settings.
• The study focused on social belonging (sense of belonging, belonging uncertainty) and academic mindset (entity and incremental beliefs).
• Data was collected from 310 students across 16 introductory biology course sections.
• Hierarchical and multiple regression models, controlling for academic preparation, were used to analyze the relationships between these factors and student performance.
• The research was conducted at a U.S. two-year institution.

Source

Frontiers in Education — https://www.frontiersin.org/articles/10.3389/feduc.2026.1825440