Table 2.
Coefficient estimates and standard errors from regression analyses
| Mental health outcome |
||||
|---|---|---|---|---|
| Depression score | Elevated depression risk | Anxiety score | Elevated anxiety risk | |
| Panel A: multivariate regressions | ||||
| Number of students | 893 | 893 | 949 | 949 |
| Model 1: belonging composite (T1) | −.205 (.230) | −.049∗∗∗ (.018) | −.066∗∗ (.030) | −.056∗∗ (.025) |
| Model 2: first-year student × belonging composite interaction (T1) | .361 (.410) | −.021 (.0335) | −.010 (.0578) | −.010 (.0473) |
| Model 3: underrepresented racial/ethnic minority or first-generation student × belonging composite interaction (T1) | .008 (.417) | .032 (.034) | .015 (.059) | .041 (.048) |
| Panel B: longitudinal models | ||||
| Number of students | 993 | 993 | 1,000 | 1,000 |
| Model 1: belonging composite | −1.268∗∗∗ (.312) | −.074∗∗∗ (.024) | −.072 (.046) | −.053 (.038) |
| Model 2: first-year student × belonging composite interaction | −2.879∗∗∗ (.300) | −.172∗∗∗ (.0274) | .001 (.040) | −.041 (.033) |
| Model 3: underrepresented racial/ethnic minority or first-generation student × belonging composite interaction | −2.320∗∗∗ (.322) | −.121∗∗∗ (.0296) | −.039 (.043) | −.020 (.038) |
Standard errors in parentheses. Each regression coefficient in the above table is from a separate regression model. To economize on space, we report on coefficients and standard errors on key variables only. All specifications in Panel A above also include students’ race/ethnicity, sex, first-generation college status, residential status, and year in college, as noted in main text. We also control for self-reported baseline (T1) level of the DV of interest across models in Panel A. In Panel B, we include student fixed effects and wave fixed effects such that associations between within-student changes in belonging and DV respectively are captured. To test moderations in Panel B, we used a hybrid model that interacts wave fixed effect with first year (underrepresented racial/ethnic minority or first-generation student). Because we use student fixed effects, all other time-invariant student characteristics are excluded from the models in Panel B; all models used robust standard errors, clustered at the student level.
∗p < .05; ∗∗p < .01; ∗∗∗p < .001.