Predictors of Academic Success Among First-generation and Non-first-generation College Students PDF Download
Are you looking for read ebook online? Search for your book and save it on your Kindle device, PC, phones or tablets. Download Predictors of Academic Success Among First-generation and Non-first-generation College Students PDF full book. Access full book title Predictors of Academic Success Among First-generation and Non-first-generation College Students by Tiffany Abeyta. Download full books in PDF and EPUB format.
Author: Tiffany Abeyta
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 236
Get Book Here
Book Description
Over the past two decades we have seen an increase in the number of students who are the first in their family to attend college. Research shows first-generation college students (FGCS) have lower academic success (GPA) than non-first-generation college students (NFGCS). Through this study, I will aim to replicate findings of differences in GPA between FGCS and NFGCS, and examine whther general perceived stress, perceived academic stress, academic self-efficacy, and social support mediated any relationship between generational status and GPA. Data were collected from three groups: 70 FGCS, whose parent(s) did not receive a college degree, 19 students with moderate parental secondary education (MPSE), whose parent(s) earned an associate's degree, and 45 NFGCS, whose parent(s) earned a bachelor's degree or higher. The full sample included 134 undergraduate students, 67 of whom were college freshmen. Participants completed a demographic questionnaire, the Perceived Stress Scale-14, the Academic Stress Subscale, the Academic Self-Efficacy Subscale, and the Inventory of Socially Supportive Behaviors. College GPAs were obtained from the NMHU Office of Institutional Effectiveness and Research. Separate one-way Analyses of Variance (ANOVAs) were used to examine if differences in college GPA, perceived stress, academic stress, academic self-efficacy and social support exists beteween FGCS, students with MPSE, and NFGCS. There were no significant differences in GPA between FGCS, students with MPSE, and NFGCS using the full sample or the freshmen sample (p>.10). There were no significant differences on Perceived Stress Scale scores, Academic Stress Subscale, Academic Self-Efficacy subscale scores, and Inventory of Socially Supportive Behaviors scores between FGCS, students with MPSE, and NFGCS in the full sample or the freshmen sample (p>.10). Using correlations, we also examined if general perceived stress, perceived academic stress, academic self-efficacy and social support are associated with GPA. In the full sample, students with higher GPAs reported less general perceived stress (r=-.21, p
Author: Tiffany Abeyta
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 236
Get Book Here
Book Description
Over the past two decades we have seen an increase in the number of students who are the first in their family to attend college. Research shows first-generation college students (FGCS) have lower academic success (GPA) than non-first-generation college students (NFGCS). Through this study, I will aim to replicate findings of differences in GPA between FGCS and NFGCS, and examine whther general perceived stress, perceived academic stress, academic self-efficacy, and social support mediated any relationship between generational status and GPA. Data were collected from three groups: 70 FGCS, whose parent(s) did not receive a college degree, 19 students with moderate parental secondary education (MPSE), whose parent(s) earned an associate's degree, and 45 NFGCS, whose parent(s) earned a bachelor's degree or higher. The full sample included 134 undergraduate students, 67 of whom were college freshmen. Participants completed a demographic questionnaire, the Perceived Stress Scale-14, the Academic Stress Subscale, the Academic Self-Efficacy Subscale, and the Inventory of Socially Supportive Behaviors. College GPAs were obtained from the NMHU Office of Institutional Effectiveness and Research. Separate one-way Analyses of Variance (ANOVAs) were used to examine if differences in college GPA, perceived stress, academic stress, academic self-efficacy and social support exists beteween FGCS, students with MPSE, and NFGCS. There were no significant differences in GPA between FGCS, students with MPSE, and NFGCS using the full sample or the freshmen sample (p>.10). There were no significant differences on Perceived Stress Scale scores, Academic Stress Subscale, Academic Self-Efficacy subscale scores, and Inventory of Socially Supportive Behaviors scores between FGCS, students with MPSE, and NFGCS in the full sample or the freshmen sample (p>.10). Using correlations, we also examined if general perceived stress, perceived academic stress, academic self-efficacy and social support are associated with GPA. In the full sample, students with higher GPAs reported less general perceived stress (r=-.21, p
Author: Angela L. Williams
Publisher:
ISBN:
Category : African American universities and colleges
Languages : en
Pages : 258
Get Book Here
Book Description
The purpose of this study was to examine the psycho-social predictors for academic success of first-generation African-American college students attending a HBCU. Specifically, the study sought to determine if there was a difference between academically resilient and academically nonresilient first-generation African-American college students on related psycho-social constructs that included internal resilience and external protective factors. This study used Kumpfer's Transactional Model of Resilience, as a theoretical framework for understanding the factors which impact student success (Kumpfer, 1999). Three instruments were used to collect data: (a) the Resilience Scale (Wagnild & Young, 1993); (b) a 36-item Support Questionnaire (Lozada-Santone, 2001); and (c) a Demographics Questionnaire developed specifically for this study. A survey research design was used, in addition to correlational analysis. The accessible population and initial sample size included 621 first-generation African-American college students which consisted of male and female students who ranged in age from 18 to 34. The statistics analyzed and discussed were from the final sample of 195 first-generation African-American college students. The results of the present study suggested the following: participants in this study reported having high internal resilience and low external protective factors; correlational analyses revealed statistically significant negative correlations between internal resilience and external protective factors; there were no statistically significant relationships found between internal resilience and academic resilience; there were no statistically significant relationships found between external protective factors and academic resilience; and there were no statistically significant differences between academically resilient and academically nonresilient students. Concisely, this study contributed to the body of research in internal resilience and external protective factors by confirming the need to further investigate these concepts as they relate to first-generation African-American college students. It is vital for researchers interested in the academic success of first-generation college attendees to critically seek answers by scrutinizing variables that have been disregarded in the literature. -- Abstract.
Author: Anne-Marie Nuñez
Publisher: DIANE Publishing
ISBN: 142892728X
Category : College attendance
Languages : en
Pages : 100
Get Book Here
Book Description
Author: Reginald Eugene Clark
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 92
Get Book Here
Book Description
Previous studies suggest that the college experience may be uniquely challenging for first generation college students (FGs); that is, students for whom neither parent has completed a college degree. While previous work has shown lower levels of academic success for first generation college students compared to their continuing generation peers (CGs), others have suggested that various risk and resiliency factors may significantly influence these outcomes. The current study focused on the influences of one risk factor (family dysfunction) and one resiliency factor (perceived academic control) on self-reported grade point average (GPA) in first generation and continuing generation college students. Ethnicity (Hispanic versus Non-Hispanic) was included in the statistical models used in this study. Results indicated that a complex four-way interaction of generational status (FG versus CG), ethnicity, perceived academic control and family dysfunction was the best predictor of GPA in this sample of students. Further analyses suggested that these effects were at least partly due to family dysfunction acting as a moderator of the relationship between perceived academic control and GPA in the Hispanic CG subgroup. The CG subgroup was small (n = 33), however, the graph of simple slopes for this group suggested that increasing levels of perceived academic control were associated with higher predicted GPA values, but only for students who had low or medium levels of family dysfunction. Increasing levels of perceived academic control did not appear to improve predicted GPA values for participants with a high level of family dysfunction. These complex results suggest that the "one size fits all" approach of programs designed to boost academic performance in college students could be improved by taking into consideration the diversity of backgrounds and experiences that exists within first generation and continuing generation groups.
Author: Manning Marable
Publisher: Civitas Books
ISBN:
Category : Political Science
Languages : en
Pages : 396
Get Book Here
Book Description
One of America's most influential historians and interpreters of the black experience reinvents racial politics for the twenty-first century
Author: Lee Ward
Publisher: John Wiley & Sons
ISBN: 0470474440
Category : Education
Languages : en
Pages : 180
Get Book Here
Book Description
FIRST-GENERATION COLLEGE STUDENTS "…a concise, manageable, lucid summary of the best scholarship, practices, and future-oriented thinking about how to effectively recruit, educate, develop, retain, and ultimately graduate first-generation students." —from the foreword by JOHN N. GARDNER First-generation students are frequently marginalized on their campuses, treated with benign disregard, and placed at a competitive disadvantage because of their invisibility. While they include 51% of all undergraduates, or approximately 9.3 million students, they are less likely than their peers to earn degrees. Among students enrolled in two-year institutions, they are significantly less likely to persist into a second year. First-Generation College Students offers academic leaders and student affairs professionals a guide for understanding the special challenges and common barriers these students face and provides the necessary strategies for helping them transition through and graduate from their chosen institutions. Based in solid research, the authors describe best practices and include suggestions and techniques that can help leaders design and implement effective curricula, out-of-class learning experiences, and student support services, as well as develop strategic plans that address issues sure to arise in the future. The authors offer an analysis of first-generation student expectations for college life and academics and examine the powerful role cultural capital plays in shaping their experiences and socialization. Providing a template for other campuses, the book highlights programmatic initiatives at colleges around the county that effectively serve first-generation students and create a powerful learning environment for their success. First-Generation College Students provides a much-needed portrait of the cognitive, developmental, and social factors that affect the college-going experiences and retention rates of this growing population of college students.
Author: Heather R. Highhouse
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 180
Get Book Here
Book Description
Previous research has compared the impacts of college adjustment, belongingness, and academic self-efficacy on first-generation and continuing-generation college students. However, the impacts of these factors on academic success (GPA) and persistence of first-semester, first-generation college students have not been investigated. The primary purpose of this study was to examine college adjustment and belongingness for first-semester, first-generation college students, with a focus on race and gender. This study also examined the impact of academic self-efficacy (i.e., course self-efficacy and social self-efficacy), college adjustment, and belongingness for academic success (GPA) and persistence of these students. The roles of race and gender in relation to the moderators of college adjustment were also explored. Eighty-two students completed measures of college adjustment, belongingness, and academic self-efficacy (i.e., course self-efficacy and social self-efficacy). Participants were recruited via in-class announcements and completed all study measures through an online questionnaire. Results of multiple regression and ANOVAs demonstrated that College Adjustment, Belongingness, and academic self-efficacy (i.e., Course Self-efficacy and Social Self-efficacy), were not statistically significant predictors of Academic Success (GPA) or Persistence in this sample. Results of independent-sample t-tests, however, did reveal a statistically significant difference in the College Adjustment subscale, Institutional Attachment, between males and females. Independent-samples t-tests also revealed a statistically significant difference in first and second semester Academic Success (GPA) for students who Persisted to third semester and those who Did Not. Additional exploratory analysis, chi-square tests, found no significant associations between the impact of Gender, having a Pell Grant, Minority Status, or belonging to an Academic Support Program on Academic Success (GPA) and Persistence. Limitations of the present study and implications for future research along with potential implications of these findings for counselor education, research, and practice were also explored.
Author: Aubrey L. Pellicano
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 70
Get Book Here
Book Description
Research shows that First Generation College Students (FGCS) have lower rates of college degree attainment than their continuing generation peers. Many of these students face challenges navigating social, academic, financial, and administrative domains when working toward a post-secondary degree. Academic self-efficacy (ASE) is an important predictor of academic success in college. Research suggests that parents can influence ASE through parent academic socialization (PAS), which includes academic expectations set by the parents (PAE), parent academic advice (PAA), and parental attitudes about education (PEA). The current study sought to examine the influence of PAS on ASE in FGCS and its subsequent effect on academic success. Responses were collected from over 250 FGCS at two universities in California using an online survey. It was hypothesized that PAS would predict GPA and that ASE would mediate this relationship. The mediation analyses were not significant. However, PAE as well as ASE did significantly predict GPA. PAA and PEA predicted ASE, which is promising for improving academic outcomes among FGCS. Future studies in this area could benefit from using a longitudinal research design and the literature as a whole could benefit from using more common methods of measurement across studies. Future research in this area has the potential to expand understanding of how parent factors may impact college student success and to inform parent-based interventions for supporting academic achievement.
Author: Diane F. Halpern
Publisher: American Psychological Association (APA)
ISBN:
Category : Education
Languages : en
Pages : 256
Get Book Here
Book Description
Examines what our students need to know to be psychologically literate citizens of the contemporary world, caring family members, and productive workers who can meet challenges. This work creates a fresh model for educating psychologically literate citizens.
Author: Frances Contreras
Publisher: Teachers College Press
ISBN: 080775210X
Category : Education
Languages : en
Pages : 209
Get Book Here
Book Description
Despite their numbers, Latinos continue to lack full and equal participation in all facets of American life, including education. This book provides a critical discussion of the role that select K–12 educational policies have and continue to play in failing Latino students. The author draws upon institutional, national, and statewide data sets, as well as interviews among students, teachers, and college administrators, to explore the role that public policies play in educating Latino students. The book concludes with specific recommendations that aim to raise achievement, college transition rates, and success among Latino students across the preschool through college continuum. Chapters cover high dropout rates, access to college-preparation resources, testing and accountability, financial aid, the Dream Act, and affirmative action.
