Social cognitive predictors of first- and non-first-generation college students’ academic and life satisfaction.

In March 2020, the higher-education community faced one of its largest disruptions to date with the COVID-19 pandemic forcing campuses to close their doors to thousands of students. The university-wide closures prompted a collaboration between researchers and college administrators to assess the impact of COVID-19 on First-Generation College Students (FGCS). The team surveyed 659 FGCS across five U.S. universities to assess the ways in which the pandemic exacerbated already existing inequalities students faced in their persistence to graduate from college. The team used the social cognitive career theory as a conceptual framework for analysis. Our findings revealed that when respondents compared their life before COVID-19 with their present state, FGCS were less likely to perceive they had enough money to return to college, felt overwhelmed and lonely by added stress, and were more likely to see an increase in family responsibilities.

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How First-Generation College Students Adjust to College

Journal of College Student Retention Research Theory & Practice ◽

10.1177/1521025116682035 ◽

2016 ◽

Vol 20 (4) ◽

pp. 488-510 ◽

Cited By ~ 6

Author(s):

Melinda M. Gibbons ◽

Alessandra Rhinehart ◽

Erin Hardin

Keyword(s):

College Students ◽

School Counselors ◽

College Adjustment ◽

Social Cognitive Career Theory ◽

First Generation ◽

Social Cognitive ◽

First Generation College Students ◽

Perceived Barriers ◽

First Generation College ◽

Social Cognitive Career

This study explored the perceived barriers and supports related to college adjustment for first-generation college students at a large public university in the southeastern United States. Using social cognitive career theory as a framework, 15 college students participated in focus groups to discuss their adjustment to college and what they believed would have helped them better prepare for college. A qualitative analysis of themes resulted in identification of various barriers and supports, provided a multifaceted understanding of college adjustment, and highlighted the importance of preparing for college. Implications for career and school counselors are provided.

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Role Of Perceived Support From Parents and On- And Off-Campus Friends In First- And Non-First-Generation College Students' Life Satisfaction

UC Riverside Undergraduate Research Journal Submit ◽

10.5070/rj5141049299 ◽

2020 ◽

Vol 14 (1) ◽

Author(s):

Dagoberto Partida ◽

Yerom Cheong ◽

Mary Gauvain

Keyword(s):

College Students ◽

Life Satisfaction ◽

First Generation ◽

First Generation College Students ◽

Perceived Support ◽

First Generation College

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Contextual Factors in the Career Development of Prospective First-Generation College Students

Journal of Career Assessment ◽

10.1177/1069072716680048 ◽

2016 ◽

Vol 26 (1) ◽

pp. 183-196

Author(s):

Neeta Kantamneni ◽

Morgan R. C. McCain ◽

Nichole Shada ◽

Mary A. Hellwege ◽

Jessica Tate

Keyword(s):

College Students ◽

Ethnic Identity ◽

Student Engagement ◽

Self Efficacy ◽

First Generation ◽

Social Cognitive ◽

First Generation College Students ◽

First Generation College ◽

Career Model ◽

Social Cognitive Career

Sociocultural influences may affect the academic and vocational development of first-generation college students; however, research in this area remains limited. The purpose of this study was to examine how contextual influences predicted academic and vocational outcomes for prospective first-generation college students. Participants included 142 (62 males and 80 females) high school students from low-income backgrounds enrolled in a college preparatory program. Path analyses tested the fit of a social cognitive career model examining how distal (e.g., ethnic identity) and proximal (e.g., parental support, perceptions of barriers) factors predicted vocational outcome expectations (VOE), vocational/educational self-efficacy, and student engagement. Results found an adequate fit for the social cognitive career model. Ethnic identity predicted VOEs and self-efficacy. Father support and perceived barriers predicted vocational/educational self-efficacy, whereas mother support (MS) predicted VOEs. Additionally, VOEs and MS predicted student engagement.

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