Research on the Influence of Social Interaction on Undergraduate Academic Development Outcomes: Based on A Comparison of First-generation and Non-first-generation College Students

Using the CCSEQ questionnaire as the survey tool, an investigation was conducted among undergraduates at ten universities in Beijing. Based on the survey data, students' self-reported learning gains and academic performance were taken as academic development outcome variables. Independent sample t-tests and multiple linear regression were used to explore the impact of social interaction on these academic development outcomes. The results indicate that non-first-generation college students exhibit higher levels of social interaction and better academic development outcomes compared to first-generation college students. The social interaction and academic development outcomes of both first-generation and non-first-generation college students follow a "U"-shaped curve across different grades. Participation in extracurricular activities does not significantly affect the learning gains for first-generation college students but has a significant impact on non-first-generation college students. The impact of social interaction on academic performance is generally small, while student-teacher interaction positively influences academic performance. It is recommended that universities provide more resources and professional guidance for students, address the needs of students at different grades, optimize extracurricular activities, and encourage student-teacher interactions to enhance educational quality and promote educational equity.