An Examination Of The Critical Psycho Social Factors That Differentiate Academically Successful First Generation College Students From Academically Unsuccessful First Generation College Students Based Upon Narrative Self Descriptions

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An Examination of the Critical Psycho-social Factors that Differentiate Academically Successful First-generation College Students from Academically Unsuccessful First-generation College Students Based Upon Narrative Self-descriptions

Author : Bobbie B. DeCuir
Publisher :
ISBN 13 : 9780549000761
Total Pages : 611 pages
Book Rating : 4.0/5 (7 download)

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Book Synopsis An Examination of the Critical Psycho-social Factors that Differentiate Academically Successful First-generation College Students from Academically Unsuccessful First-generation College Students Based Upon Narrative Self-descriptions by : Bobbie B. DeCuir

Download or read book An Examination of the Critical Psycho-social Factors that Differentiate Academically Successful First-generation College Students from Academically Unsuccessful First-generation College Students Based Upon Narrative Self-descriptions written by Bobbie B. DeCuir and published by . This book was released on 2007 with total page 611 pages. Available in PDF, EPUB and Kindle. Book excerpt: The number of first generation college students is increasing on college campuses nation wide, and as the United States becomes more culturally and socio-economically diverse these numbers are slated to rise. These students face barriers that interfere with both college admissions and retention once they are enrolled. Several studies compare first generation students with their non-first generation peers in regard to high school preparation and transitional issues. However, very little research focuses on the actual college experiences of these students. This study utilized a phenomenological form of qualitative research to examine the lived experiences of 16 first generation college students who attended Summer Bridge Programs. The goal of this study was to determine what critical psych-social factors differentiated the academically successful students from the academically unsuccessful students based upon self-descriptive narratives. The academically unsuccessful students were those students with a grade point average of less than a 2.0 on a 4.0 scale, while the academically successful students were those students with a 2.5 grade point average or higher. The psycho-social factors that differentiated these students emerged from the semistructured interviews of these two groups. Four super-ordinate themes emerged from the data: Locus of Control; Self-Efficacy; Self-Regulation; and Meta-Cognition. The theme of Meta-Cognition proved to be the strongest indicator of differences between the two groups. Under this theme the unsuccessful students exhibited tendencies that demonstrated ineffective cognitive strategies, ineffective planning, and overall poor judgments in academic contexts. The successful students demonstrated a high skill level under this thematic cluster. These students revealed a high ability to implement cognitive strategies, examine their effectiveness, and then change strategies if the task so demanded. This study was done in hopes of filling a definitive gap in the literature in regard to first generation students and what we know of their college experiences and their psychological and social development during college. Findings from this study have several implications for the academic success of first generation students. Results point to specific activities that can create environments that will better ensure the success of these students.

Dissertation Abstracts International

Author :
Publisher :
ISBN 13 :
Total Pages : 790 pages
Book Rating : 4.F/5 ( download)

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Book Synopsis Dissertation Abstracts International by :

Download or read book Dissertation Abstracts International written by and published by . This book was released on 2007 with total page 790 pages. Available in PDF, EPUB and Kindle. Book excerpt:

The Psycho-social Predictors of Academic Success of First-generation African-American College Students

Author : Angela L. Williams
Publisher :
ISBN 13 :
Total Pages : 258 pages
Book Rating : 4.:/5 (116 download)

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Book Synopsis The Psycho-social Predictors of Academic Success of First-generation African-American College Students by : Angela L. Williams

Download or read book The Psycho-social Predictors of Academic Success of First-generation African-American College Students written by Angela L. Williams and published by . This book was released on 2012 with total page 258 pages. Available in PDF, EPUB and Kindle. Book excerpt: 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.

Psychosocial Factors and Academic Performance

Author : Amber Carmen Arroyo
Publisher :
ISBN 13 :
Total Pages : 76 pages
Book Rating : 4.:/5 (119 download)

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Book Synopsis Psychosocial Factors and Academic Performance by : Amber Carmen Arroyo

Download or read book Psychosocial Factors and Academic Performance written by Amber Carmen Arroyo and published by . This book was released on 2020 with total page 76 pages. Available in PDF, EPUB and Kindle. Book excerpt: First-generation college students experience a disproportionate rate of challenges on college campuses, reflected by lower academic performance (AP). Research has identified psychosocial factors associated with AP: academic self-efficacy, optimism, goal orientation, and academic stress. However, this research has mostly been done on continuing-generation college students, and results may not generalize to first-generation students. We investigated whether established factors associated with AP hold the same relationships for first- and continuing-generation college students. A sample of 143 undergraduate students at a designated Hispanic-serving institution self-reported on several psychosocial factors that were used to predict midterm exam grade as an indicator of AP. We did not find the same association between AP and many of the psychosocial factors commonly identified in the literature. Further, we did not find a significant difference in AP among first- and continuing-generation students. However, there were other notable differences between these groups. None of the psychosocial factors held an independent relationship with AP for first-generation students, while for continuing-generation students, mastery-approach, performance-approach, and academic behavioral stress all significantly predicted AP. Overall, psychosocial factors explained a very small portion of the variance in AP among first-generation students (13.4%) while it explained considerably more for continuing-generation students (60.5%). Our findings suggest that none of the psychosocial factors included in the current study are effective pathways to improving AP among first-generation students. Our findings highlight that we do not understand first-generation students' AP and we suggest future research aim to identify new factors that may influence first-generation students' AP.

The Effect of Self-efficacy on First-generation African-American College Students

Author : Benita Lynn Cabbler
Publisher :
ISBN 13 :
Total Pages : 109 pages
Book Rating : 4.:/5 (128 download)

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Book Synopsis The Effect of Self-efficacy on First-generation African-American College Students by : Benita Lynn Cabbler

Download or read book The Effect of Self-efficacy on First-generation African-American College Students written by Benita Lynn Cabbler and published by . This book was released on 2021 with total page 109 pages. Available in PDF, EPUB and Kindle. Book excerpt: As students transition into college, some matriculate with more family, social, and academic support structures than others. Students who are the first in their families to attend college may not have the support necessary to help them succeed, influencing a need for more college resources to assist students with becoming academically successful. The purpose of this quantitative causal-comparative study was to determine if there were significant differences in perceived self-efficacy between first-generation and non-first-generation African American college students. The independent variable was African American college student status: first-generation African American college students and non-first-generation African American college students. The dependent variables were perceived collective self-efficacy, perceived social self-efficacy, perceived academic self-efficacy, and perceived roommate self-efficacy. The College Self-Efficacy Inventory (CSEI), which measures collective self-efficacy and the three psychosocial factors: academic self-efficacy, roommate self-efficacy, and social self-efficacy, was used in this study. There was no significant difference in the collective self-efficacy of first-generation African American college students and non-first-generation African American college students as it relates to college self-efficacy. Additionally, there was no significant difference between the two groups in the subscales of: academic self-efficacy, social self-efficacy, and roommate self-efficacy. Given that self-efficacy is malleable, the results of this casual comparative study can be used by colleges to evaluate current programs and design new programs that meet the needs for first-generation students to be academically successful.

Preventing Students from Dropping Out

Author : Alexander W. Astin
Publisher :
ISBN 13 : 9780835748032
Total Pages : 222 pages
Book Rating : 4.7/5 (48 download)

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Book Synopsis Preventing Students from Dropping Out by : Alexander W. Astin

Download or read book Preventing Students from Dropping Out written by Alexander W. Astin and published by . This book was released on 1975-05-01 with total page 222 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Differences Between First-generation and Continuing-generation College Students in Psychological Need Fulfillment, Academic Engagement, and Retention

Download Differences Between First-generation and Continuing-generation College Students in Psychological Need Fulfillment, Academic Engagement, and Retention PDF Online Free

Author :
Publisher :
ISBN 13 :
Total Pages : 0 pages
Book Rating : 4.:/5 (137 download)

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Book Synopsis Differences Between First-generation and Continuing-generation College Students in Psychological Need Fulfillment, Academic Engagement, and Retention by :

Download or read book Differences Between First-generation and Continuing-generation College Students in Psychological Need Fulfillment, Academic Engagement, and Retention written by and published by . This book was released on 2022 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: "First-generation college students (FGCS) often struggle to find academic success unlike continuing-generation college students (CGCS) who often obtain higher GPA by the end of the semester. Using self-determination theory (SDT) as a lens, differences between FGCS and CGCS both at the beginning and end of the semester were investigated. Measures included psychological need fulfillment (autonomy, competence, relatedness), academic self-regulation (relative autonomy index), stress, academic engagement (learning involvement), academic performance (GPA), and retention. Between groups t-tests were used to assess differences in FGCS and CGCS, whereas multiple regression analyses were conducted to test relationships among the measured variables. FGCS reported being more stressed than CGCS. Psychological need fulfillment significantly predicted higher academic self-regulation and lower stress. Academic self-regulation and lowered stress significantly predicted higher academic engagement. Academic engagement significantly predicted academic performance, but did not predict retention. Implications for these results help to reinforce that by increasing psychological need fulfillment within students, stress can be reduced and academic self-regulation along with academic engagement can increase leading students to perform better in college."--Abstract.

First-generation Student Success After Academic Warning

Author : Gabrielle Shoshana Zeisman
Publisher :
ISBN 13 :
Total Pages : 185 pages
Book Rating : 4.:/5 (852 download)

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Book Synopsis First-generation Student Success After Academic Warning by : Gabrielle Shoshana Zeisman

Download or read book First-generation Student Success After Academic Warning written by Gabrielle Shoshana Zeisman and published by . This book was released on 2012 with total page 185 pages. Available in PDF, EPUB and Kindle. Book excerpt: As many as a quarter of undergraduate college students are placed on academic probation at least once during their college career. In addition, first-generation college students are even more at-risk for stopping out or dropping out due to being less academically prepared than their non-first-generation peers. In order to examine factors that influence first generation student academic risk and success, this exploratory study examined the intersection of academic standing and four primary conceptual contributors: academic integration, personal adjustment, family and social adjustment, and psychological factors. Survey data were collected from first generation undergraduate students at an urban research university who were placed on academic probation and those who returned to good standing. Six overarching themes emerged that demonstrate critical importance in first generation student academic success: 1) overall study skills, 2) class attendance 3) health-related issues, 4) financial difficulties, 5) family and personal issues, and 6) physiological symptoms. In addition, these factors appear to have additive and multiplier affects for students. First generation students may be able to overcome one set of factors but each new dimension can further inhibit academic good standing. Recommendations include mandatory advising and college success classes.

Student Success in College

Author : George D. Kuh
Publisher : John Wiley & Sons
ISBN 13 : 1118046854
Total Pages : 422 pages
Book Rating : 4.1/5 (18 download)

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Book Synopsis Student Success in College by : George D. Kuh

Download or read book Student Success in College written by George D. Kuh and published by John Wiley & Sons. This book was released on 2011-01-07 with total page 422 pages. Available in PDF, EPUB and Kindle. Book excerpt: Student Success in College describes policies, programs, and practices that a diverse set of institutions have used to enhance student achievement. This book clearly shows the benefits of student learning and educational effectiveness that can be realized when these conditions are present. Based on the Documenting Effective Educational Practice (DEEP) project from the Center for Postsecondary Research at Indiana University, this book provides concrete examples from twenty institutions that other colleges and universities can learn from and adapt to help create a success-oriented campus culture and learning environment.

The Privileged Poor

Author : Anthony Abraham Jack
Publisher : Harvard University Press
ISBN 13 : 0674239660
Total Pages : 289 pages
Book Rating : 4.6/5 (742 download)

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Book Synopsis The Privileged Poor by : Anthony Abraham Jack

Download or read book The Privileged Poor written by Anthony Abraham Jack and published by Harvard University Press. This book was released on 2019-03-01 with total page 289 pages. Available in PDF, EPUB and Kindle. Book excerpt: An NPR Favorite Book of the Year “Breaks new ground on social and educational questions of great import.” —Washington Post “An essential work, humane and candid, that challenges and expands our understanding of the lives of contemporary college students.” —Paul Tough, author of Helping Children Succeed “Eye-opening...Brings home the pain and reality of on-campus poverty and puts the blame squarely on elite institutions.” —Washington Post “Jack’s investigation redirects attention from the matter of access to the matter of inclusion...His book challenges universities to support the diversity they indulge in advertising.” —New Yorker The Ivy League looks different than it used to. College presidents and deans of admission have opened their doors—and their coffers—to support a more diverse student body. But is it enough just to admit these students? In this bracing exposé, Anthony Jack shows that many students’ struggles continue long after they’ve settled in their dorms. Admission, they quickly learn, is not the same as acceptance. This powerfully argued book documents how university policies and campus culture can exacerbate preexisting inequalities and reveals why some students are harder hit than others.

Funds of Knowledge

Author : Norma Gonzalez
Publisher : Routledge
ISBN 13 : 1135614059
Total Pages : 332 pages
Book Rating : 4.1/5 (356 download)

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Book Synopsis Funds of Knowledge by : Norma Gonzalez

Download or read book Funds of Knowledge written by Norma Gonzalez and published by Routledge. This book was released on 2006-04-21 with total page 332 pages. Available in PDF, EPUB and Kindle. Book excerpt: The concept of "funds of knowledge" is based on a simple premise: people are competent and have knowledge, and their life experiences have given them that knowledge. The claim in this book is that first-hand research experiences with families allow one to document this competence and knowledge, and that such engagement provides many possibilities for positive pedagogical actions. Drawing from both Vygotskian and neo-sociocultural perspectives in designing a methodology that views the everyday practices of language and action as constructing knowledge, the funds of knowledge approach facilitates a systematic and powerful way to represent communities in terms of the resources they possess and how to harness them for classroom teaching. This book accomplishes three objectives: It gives readers the basic methodology and techniques followed in the contributors' funds of knowledge research; it extends the boundaries of what these researchers have done; and it explores the applications to classroom practice that can result from teachers knowing the communities in which they work. In a time when national educational discourses focus on system reform and wholesale replicability across school sites, this book offers a counter-perspective stating that instruction must be linked to students' lives, and that details of effective pedagogy should be linked to local histories and community contexts. This approach should not be confused with parent participation programs, although that is often a fortuitous consequence of the work described. It is also not an attempt to teach parents "how to do school" although that could certainly be an outcome if the parents so desired. Instead, the funds of knowledge approach attempts to accomplish something that may be even more challenging: to alter the perceptions of working-class or poor communities by viewing their households primarily in terms of their strengths and resources, their defining pedagogical characteristics. Funds of Knowledge: Theorizing Practices in Households, Communities, and Classrooms is a critically important volume for all teachers and teachers-to-be, and for researchers and graduate students of language, culture, and education.

Patterns of Academic Success for First Generation, African American College Students

Author : Lolita King-Saulsberry
Publisher :
ISBN 13 :
Total Pages : 370 pages
Book Rating : 4.:/5 (319 download)

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Book Synopsis Patterns of Academic Success for First Generation, African American College Students by : Lolita King-Saulsberry

Download or read book Patterns of Academic Success for First Generation, African American College Students written by Lolita King-Saulsberry and published by . This book was released on 2002 with total page 370 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Comparisons of First-generation and Non-first-generation College Students on Academic and Psychosocial Measures

Author : Brian L. Drozd
Publisher :
ISBN 13 :
Total Pages : 540 pages
Book Rating : 4.:/5 (27 download)

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Book Synopsis Comparisons of First-generation and Non-first-generation College Students on Academic and Psychosocial Measures by : Brian L. Drozd

Download or read book Comparisons of First-generation and Non-first-generation College Students on Academic and Psychosocial Measures written by Brian L. Drozd and published by . This book was released on 2008 with total page 540 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Factors Influencing Academic Success in First Generation College Students

Author : Reginald Eugene Clark
Publisher :
ISBN 13 :
Total Pages : 92 pages
Book Rating : 4.:/5 (19 download)

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Book Synopsis Factors Influencing Academic Success in First Generation College Students by : Reginald Eugene Clark

Download or read book Factors Influencing Academic Success in First Generation College Students written by Reginald Eugene Clark and published by . This book was released on 2018 with total page 92 pages. Available in PDF, EPUB and Kindle. Book excerpt: 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.

First-generation Students

Author : Anne-Marie Nuñez
Publisher : DIANE Publishing
ISBN 13 : 142892728X
Total Pages : 100 pages
Book Rating : 4.4/5 (289 download)

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Book Synopsis First-generation Students by : Anne-Marie Nuñez

Download or read book First-generation Students written by Anne-Marie Nuñez and published by DIANE Publishing. This book was released on 1998 with total page 100 pages. Available in PDF, EPUB and Kindle. Book excerpt:

First-generation and Second-generation College Students

Author : James Bruce Hertel
Publisher :
ISBN 13 :
Total Pages : 352 pages
Book Rating : 4.:/5 (372 download)

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Book Synopsis First-generation and Second-generation College Students by : James Bruce Hertel

Download or read book First-generation and Second-generation College Students written by James Bruce Hertel and published by . This book was released on 1996 with total page 352 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study explored individual similarities and differences between 130 randomly-selected first-year college students. Students were classified as first- or second-generation via their parents' educational attainment. All students completed a demographic questionnaire, six psychosocial self-report instruments, two socioeconomic survey questions, and one adjustment to college inventory. The two groups were statistically compared on measures of self-esteem, parental income, perceived support from off- and on-campus friends, and hours of weekly paid employment; these variables were used as predictors. Overall, social, academic, and personal-emotional college adjustment and attachment to the university served as criterion variables. Several multiple regression analyses and between-group t-tests were performed to analyze the data. The study revealed the following: (a) first-generation students reported significantly less parental income and lower social adjustment to college than second-generation students, (b) support from on-campus friends predicted overall college adjustment significantly better for second-generation students, (c) the value of intellectualism predicted overall college adjustment significantly better for first-generation students, (d) self-esteem and support from on-campus friends consistently predicted college adjustment for the entire sample of college students. Implications of these findings for student affairs professionals and first-year college student adjustments are provided. Several suggestions for future research studies are suggested.

College Adjustment, Belongingness, Academic Self-efficacy, Persistence, and Academic Success Among First-generation College Students

Download College Adjustment, Belongingness, Academic Self-efficacy, Persistence, and Academic Success Among First-generation College Students PDF Online Free

Author : Heather R. Highhouse
Publisher :
ISBN 13 :
Total Pages : 180 pages
Book Rating : 4.:/5 (113 download)

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Book Synopsis College Adjustment, Belongingness, Academic Self-efficacy, Persistence, and Academic Success Among First-generation College Students by : Heather R. Highhouse

Download or read book College Adjustment, Belongingness, Academic Self-efficacy, Persistence, and Academic Success Among First-generation College Students written by Heather R. Highhouse and published by . This book was released on 2019 with total page 180 pages. Available in PDF, EPUB and Kindle. Book excerpt: 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.