“Confidence to Continue”: A Qualitative Investigation of College Students’ Experiences of Microaffirmations

Abstract

Colleges and universities are under increasing pressure to retain students and increase degree completion amid multiple social and economic threats to undergraduate student enrollment. A sense of belonging, motivation, and confidence are foundational to student success and essential components of strategic approaches to enrollment challenges. Microaffirmations, brief acts communicating care, listening, and support, can be a powerful tool within these efforts for promoting belonging. This study examined how 350 undergraduate students experienced microaffirmations and the meaning of the microaffirmations to their educational lives. Findings indicate that students identify multiple forms of microaffirmations and that these promote positive benefits, including perceived improvement in academic performance, persistence to remain in college, and assistance in navigating challenges. In short, microaffirmations provide students with the confidence to continue by influencing their perspectives on selfefficacy and support.