Relation of Generational Status, Race, and Stress among College Students

2006 ◽  
Author(s):  
Teresa M. Heckert ◽  
Laura Corona
Keyword(s):  
College Students ◽  
Generational Status

Common Sense Illness Beliefs of Diabetes Among At-Risk Latino College Students

2020 ◽  
Vol 30 (1) ◽  
Author(s):  
Silvia Santos ◽  
Maria Hurtado-Ortiz ◽  
Laurenne Lewis ◽  
Julia Ramirez-Garcia
Keyword(s):  
College Students ◽  
At Risk ◽  
Common Sense ◽  
Personal Responsibility ◽  
Generational Status ◽  
Latino College Students ◽  
Illness Beliefs ◽  
Implicit Model ◽  
Principal Axis Factor Analysis ◽  
History Of

This study examined the validity of the Implicit Model of Illness Questionnaire (IMIQ - Schiaffino & Cea, 1995) when used with Latino college students (n = 156; 34% male, 66% female) who are at-risk for developing diabetes due to family history of this disease. An exploratory principal-axis factor analysis yielded four significant factors – curability, personal responsibility, symptom variability/seriousness, and personal attributions – which accounted for 35% of variance and reflected a psychosocial-biomedical common sense perspective of diabetes. Factor-based analyses revealed differences in diabetes illness beliefs based on students’ age, generational status, acculturation orientation, and disease experience of the afflicted relative.

scholarly journals Information Seeking Anxiety and Preferred Information Sources of First-Generation College Students

2021 ◽  
Vol 16 (1) ◽  
pp. 5-24
Author(s):  
Josefine Smith ◽  
Stacy Brinkman
Keyword(s):  
College Students ◽  
Information Seeking ◽  
Online Survey ◽  
First Generation ◽  
Information Sources ◽  
First Generation College Students ◽  
Generational Status ◽  
First Generation Students ◽  
Parental Experience ◽  
First Generation College

Objective – To determine whether information seeking anxieties and preferred information sources differ between first-generation college students and their continuing-generation peers. Methods – An online survey was disseminated at two public college campuses. A total of 490 respondents were included in the results. Independent variables included institution, year in college, and generational status. Instead of using a binary variable, this study used three groups for the independent variable of generational status, with two first-generation groups and one continuing-generation group based on parental experience with college. Dependent variables included 4 measures of information seeking anxiety and 22 measures of preferred information sources. Responses were analyzed using SPSS. One-way independent ANOVA tests were used to compare groups by generational status, and two- and three-way factorial ANOVA tests were conducted to explore interaction effects of generational status with institution and year in college. Results – No significant differences in overall information seeking anxiety were found between students whose parents had differing levels of experience with college. However, when exploring the specific variable of experiencing anxiety about “navigating the system in college,” a two-way interaction involving generational status and year in school was found, with first-generation students with the least direct experience with college reporting higher levels of anxiety at different years in college than their peers. Two categories of first-generation students were found to consult with their parents far less than continuing-generation peers. The study also found that institutional or generational differences may also influence whether students ask for information from their peers, librarians, tutoring centers, professors, or advisors. Conclusion – This study is one of the first to directly compare the information seeking preferences and anxieties of first-generation and continuing-generation students using a non-binary approach. While previous research suggests that first-generation students experience heightened anxiety about information seeking, this study found no significant overall differences between students based on their generational status. The study reinforced previous research about first-generation college students relying less on their parents than their continuing-generation peers. However, this study complicates previous research about first-generation students and their utilization of peers, librarians, tutoring centers, professors, or advisors as information sources, and suggests that institutional context plays an important role in shaping first-generation information seeking.

scholarly journals Digital Proficiency and Psychological Well-Being in Online Learning: Experiences of First-Generation College Students and Their Peers

2021 ◽  
Vol 10 (6) ◽  
pp. 192
Author(s):  
Xuefei (Nancy) Deng ◽  
Zheng Yang
Keyword(s):  
College Students ◽  
Online Learning ◽  
First Generation ◽  
College Education ◽  
Well Being ◽  
First Generation College Students ◽  
Generational Status ◽  
Psychological Well Being ◽  
Positive Computing ◽  
First Generation College

The study examines the role of digital proficiency in relation to psychological well-being of a vulnerable population—first-generation college students (FGS)—and their counterparts, continuing-education students, in online learning during the coronavirus pandemic (COVID-19). Informed by positive computing and FGS studies, this paper empirically tests a model of three key influencing factors by using a data sample (n = 309) collected from a minority-serving university in the U.S. in April 2020. Our data analysis confirms that FGS underperformed in digital proficiency, compared to their peers. Moreover, digital proficiency had a significant effect on individual psychological well-being, regardless of a student’s generational status. Our paper contributes to the positive computing research by empirically demonstrating the association between users’ technology competence and psychological well-being. Practically, our findings highlight the importance of implementing educational programs and policies to promote the digital skills and well-being of underserved students such as FGS in college education.

Financial Anxiety Among College Students: The Role of Generational Status

2020 ◽  
Vol 31 (2) ◽  
pp. 284-295
Author(s):  
Derek Potter ◽  
David Jayne ◽  
Sonya Britt
Keyword(s):  
College Students ◽  
Social Adjustment ◽  
First Generation ◽  
Ordinary Least Squares ◽  
First Generation College Students ◽  
Generational Status ◽  
Roy Adaptation Model ◽  
Health Issues ◽  
First Generation College ◽  
Financial Anxiety

Both financial anxiety and first-generation student status have been linked to negative academic outcomes, mental health issues, and poor social adjustment among college students; however, each factor has been studied in isolation. This article examines the predictors of financial anxiety, including generational status, using the Roy Adaptation Model and ordinary least squares (OLS) regression analysis on data from a large, Midwestern public university. First-generation student status was positively associated with financial anxiety in multivariate modeling. Proxies for students' self-concepts, including financial comparisons to peers and perceived mastery, had the largest contribution to the model. Financial counseling programs geared toward first-generation college students may impact their self-concepts and reduce financial anxiety.

scholarly journals Student-Faculty and Peer Interactions among Immigrant College Students in the United States

2012 ◽  
Vol 7 (2) ◽  
Author(s):  
Michael J. Stebleton ◽  
Krista M. Soria ◽  
Marina B. Aleixo ◽  
Ronald L. Huesman
Keyword(s):  
United States ◽  
College Students ◽  
Undergraduate Students ◽  
Research Universities ◽  
Research University ◽  
Peer Interactions ◽  
The United States ◽  
Generational Status ◽  
Learning And Teaching ◽  
Faculty Interactions

Abstract This study examined student-faculty interactions and peer interactions among immigrant college students attending 4-year research universities in the United States. Using the Student Experience in the Research University (SERU) survey completed by 58,000 undergraduate students from six large, public research universities, the researchers used analysis of variance and multiple linear regression analyses to explore differences between immigrant populations. The results suggest that there are significant differences between immigrant and non-immigrant college students with regard to their sense of belonging, faculty interactions, and peer interactions. There are also differences within immigrant waves and generational status. Implications and recommendations for educators in multicultural learning and teaching contexts are outlined.

Differences of Self-Regulation and Persistence Related to Generational Status of College Students

2019 ◽  
Author(s):  
Jason P. Herron ◽  
Marsha D. Herron ◽  
Kimberly J. Stormer ◽  
Melody Haines
Keyword(s):  
College Students ◽  
Self Regulation ◽  
Generational Status

The Mediated Relation of Generational Status on Academic Persistence of College Students

2017 ◽  
Author(s):  
Jason P. Herron ◽  
Marsha D. Herron ◽  
Grace Irion ◽  
Kimberly J. Stormer
Keyword(s):  
College Students ◽  
Academic Persistence ◽  
Generational Status

scholarly journals Science That Matters: The Importance of a Cultural Connection in Underrepresented Students’ Science Pursuit

2016 ◽  
Vol 15 (3) ◽  
pp. ar42 ◽  
Author(s):  
Matthew C. Jackson ◽  
Gino Galvez ◽  
Isidro Landa ◽  
Paul Buonora ◽  
Dustin B. Thoman
Keyword(s):  
College Students ◽  
First Generation ◽  
Underrepresented Students ◽  
First Generation College Students ◽  
Generational Status ◽  
Underrepresented Minority ◽  
The Status ◽  
First Generation College ◽  
Culturally Connected ◽  
Science Major

Recent research suggests that underrepresented minority (URM) college students, and especially first-generation URMs, may lose motivation to persist if they see science careers as unable to fulfill culturally relevant career goals. In the present study, we used a mixed-methods approach to explore patterns of motivation to pursue physical and life sciences across ethnic groups of freshman college students, as moderated by generational status. Results from a longitudinal survey (N = 249) demonstrated that freshman URM students who enter with a greater belief that science can be used to help their communities identified as scientists more strongly over time, but only among first-generation college students. Analysis of the survey data were consistent with content analysis of 11 transcripts from simultaneously conducted focus groups (N = 67); together, these studies reveal important differences in motivational characteristics both across and within ethnicity across educational generation status. First-generation URM students held the strongest prosocial values for pursuing a science major (e.g., giving back to the community). URM students broadly reported additional motivation to increase the status of their family (e.g., fulfilling aspirations for a better life). These findings demonstrate the importance of culturally connected career motives and for examining intersectional identities to understand science education choices and inform efforts to broaden participation.

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