An Empirical Study On The Participation Of First-generation College Students In High-impact Educational Practices

With the further development of the popularization of higher education in China,the characteristics of college students tend to be diversified.The first-generation college students(FGCS)has become an important part of college students.In addition to unified curriculum learning,college students' participation in high-impact educational practices(HIPs)has become an important manifestation of the quality of education process.This research integrates HIPs into three categories and ten items based on the specific situations of Chinese universities.Taking undergraduates of N University as the research object,a self-designed questionnaire was used to investigate the participation of 376 undergraduates in HIPs.The participation of first-generation college students in various HIPs and the differences in participation with non-first-generation college students were analyzed.Through Logistic regression analysis,this paper discusses the influencing factors of FGCS' participation in HIPs,and finally explores the influence of the participation in HIPs on students' educational gains.In this paper,SPSS statistical analysis software is used to analyze the survey data,and the main conclusions are as follows:1.There are significant differences between the participation intentions and types of practices of the two types of college students.The first-generation college students have the highest participation rate in social practices,the lowest participation rate in extended practices,and their willingness to participate in extended practices is significantly lower than that of non-first-generation college students.2.Teacher guidance and communication is an important factor that affects the participation of FGCS in HIPs.The life development communication between teachers and students has a significant positive correlation with FGCS' participation in extended practices and research practices.The administrative support perceived by FGCS is negatively correlated with their participation in extended practices and research practices.3.School resource support is an important factor that affects the participation of FGCS in HIPs.The social support perceived by FGCS is positively correlated with their participation in research practices,while the growth support perceived by FGCS is positively correlated with their participation in extended practices.4.Participation in HIPs can significantly improve students' educational gains,and has a positive effect on students' ability gains,knowledge and skills gains,and value cognition gains.Participation in three types of HIPs has a significant positive impact on FGCS' educational gains.Finally,suggestions are put forward from three aspects: At the college level,firstly,do a good job in entrance education to help FGCS integrate and adapt to the college;secondly,integrate resources to provide support for students' participation in HIPs;thirdly,strengthen the design and construction of HIPs based on the characteristics of the college;fourthly,open up information channels and strengthen the publicity of information related to the practices.At the level of teachers,career development education should be strengthened and high-quality student-teacher interaction should be carried out.At the individual level,students should make full use of various educational resources and environmental support,and strive to obtain greater educational gains.