scholarly journals First-Generation Students in Distance Education Program: Family Resources and Academic Outcomes

2021 ◽  
Vol 22 (1) ◽  
pp. 135-147
Author(s):  
Michael R. Brubacher ◽  
Fortunate T. Silinda
Keyword(s):  
Distance Education ◽  
Online Survey ◽  
First Generation ◽  
Protective Factor ◽  
Academic Adjustment ◽  
Family Members ◽  
Academic Persistence ◽  
First Generation Students ◽  
Education Students ◽  
Family Resource

Distance education students have less access to classmates as a social resource and may, therefore, rely more on family members for support. However, first-generation students, or students who are the first in their family to attend university, may lack the academic resources that family members can provide. Overall, first-generation students in distance education programs may be at particular risk of lacking the necessary social capital to thrive in university. This study investigated whether two family resource variables—providing guidance about university and expressing supportive attitudes toward university—varied across generation status among distance education students. The study also investigated whether these family resource variables predicted students’ academic adjustment and academic persistence. A sample of 224 undergraduate, distance education students in South Africa completed an online survey. First-generation students (n = 60) reported receiving less university guidance from family members compared to continuing-generation students. In addition, receiving university guidance predicted students’ academic adjustment. The results suggest that university guidance from family members may serve as a protective factor against potential challenges that can impact students’ academic adjustment, a protective factor that first-generation students are less likely to have.

scholarly journals Les étudiants de première génération dans les universités : l’accès et la persévérance aux études au Canada

1969 ◽  
Vol 40 (3) ◽  
pp. 1-24
Author(s):  
Pierre Canisius Kamanzi ◽  
Pierre Doray ◽  
Sylvie Bonin ◽  
Amélie Groleau ◽  
Jake Murdoch
Keyword(s):  
United States ◽  
Longitudinal Data ◽  
First Generation ◽  
American Studies ◽  
College Graduates ◽  
College Experience ◽  
Academic Persistence ◽  
The United States ◽  
First Generation Students ◽  
Bachelor Degree

Research in the United States shows that American first generation students (FGS) are less likely to attend university than students whose parents are college graduates (NFGS). Furthermore, those among American FGS who undertake a bachelor degree would have to overcome, throughout their college experience, obstacles related to their family’s background. Are the Canadian FGS experiencing the same educational disadvantages than their American counterparts? Using longitudinal data from Youth in Transition Survey (YITS), conducted from 2000 to 2005, this paper shows that, as seen in the American studies, Canadian FGS are less likely to attend university than NFGS. However, there is no difference in regards to academic persistence. FGS and NFGS have the same probability of obtaining a bachelor degree.

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.

Accessibility and Mobilisation of Social Capital in First-Generation Students’ Social Networks—A Mixed-Methods Approach

2020 ◽  
pp. 152102512097964
Author(s):  
Britta Wittner ◽  
Luisa Barthauer ◽  
Simone Kauffeld
Keyword(s):  
Social Support ◽  
Social Networks ◽  
Content Analysis ◽  
Mixed Methods ◽  
Academic Success ◽  
Online Survey ◽  
First Generation ◽  
Social Contexts ◽  
First Generation Students ◽  
Mixed Methods Approach

Social support is a crucial factor for first-generation students’ (FGS) integration at university and their educational success. FGS are often assumed to lack social support and integration, but research shows mixed results. By means of a mixed-methods approach (combination of interviews and online survey), we aimed to shed light on the characteristics in FGS social networks that classify them as high-quality networks in order to obtain a deeper understanding of the structure and setup of the social contexts from which FGS receive support. Using these characteristics, we constructed types of socially supported students and related them to academic success. For that, we conducted N = 40 semi-structured interviews linked to Qualitative Social Network Analysis at an urban German University. Prior to the interviews, the interviewees filled out an online survey (1) consisting of demographic variables and psychological scales. During the interviews (2), we followed a problem-centred interview approach for the first part and then (3) asked about the FGS’s support networks during the beginning of their bachelor’s degrees. All the interviews were coded by applying content analysis. Network maps were analysed using qualitative structural analysis (QSA). Both maps and codes were used to build three types of support as received by the students. These types were in turn connected to the results of the support forms in content analysis and the psychometric scales to estimate how students perceive different structures in their networks as supportive. The results revealed three types: small and dense bijou networks, medium networks with emotionally close alters (close-knit networks), and large and diverse networks (have-it-all networks). The types show different results for university success and perceived support for their networks.

scholarly journals Eating Competence in First-Generation Students at a Northeastern, Public University

2021 ◽  
Vol 5 (Supplement_2) ◽  
pp. 417-417
Author(s):  
Erica Jones ◽  
Jesse Stabile Morrell
Keyword(s):  
Online Survey ◽  
First Generation ◽  
Cross Sectional Study ◽  
Public University ◽  
Eating Attitudes ◽  
First Generation Students ◽  
Cross Sectional ◽  
Food Acceptance ◽  
Food Regulation ◽  
Eating Competence

Abstract Objectives To assess differences in eating competence (EC) between first-generation students (FG) and students with 1 + parents who graduated from college (non-FG), in students 18–24 years old, at a large, northeastern, public university. Methods Data were collected between 2015–2020 from the College Health and Nutrition Assessment Survey, an ongoing, cross-sectional study at a northeastern university. Participants (n = 1974) completed the Eating Competence Satter Inventory (ecSI 2.0TM) and self-reported education status of both parents through an online survey (Qualtrics) during the 3rd or 4th week of classes. ecSI scores range from 0–48; eating competence was defined as ≥32. Subgroups within the ecSI include Eating Attitudes, Food Acceptance, Food Regulation and Contextual Skills. FG was defined if both parents did not obtain a college degree. ANCOVA evaluated differences between mean ecSI scores of FG vs. non-FG (n = 1478); age, gender, race, Pell Grant status, dining hall usage, athlete status, and available kitchen served as covariates. Results In this sample, 64.9% of participants were female students, 25.2% were FG, and had a mean age of 19.0 ± 0.02 years. FG students (n = 496) had modestly lower mean ecSI scores than non-FG students (32.9 ± 0.4 vs. 34.0 ± 0.3, P = 0.03. Subscale scores for Food Acceptance (0–9), Food Regulation (0–9) and Contextual Skills (0–12) were lower in FG students compared to non-FG students (5.1 ± 0.1 vs. 5.4 ± 0.7, P = 0.03, 6.4 ± 0.1 vs. 6.6 ± 0.1, P = 0.05, and 10.4 ± 0.1 vs. 10.9 ± 0.1, P = 0.003 respectively). Conclusions Results suggest FG students have lower EC scores than their non-FG counterparts; subscales suggest where FG students may need more support to achieve more favorable weight and health outcomes. More research in diverse communities of college students will help address the needs of FG students and strengthen outcomes for campus communities. Funding Sources New Hampshire Agriculture Experiment Stations and the USDA National Institute of Food and Agriculture Hatch Project.

scholarly journals Effects of COVID-19 on Mental Health and Anxiety of Adolescents Aged 13–16 Years: A Comparative Analysis of Longitudinal Data From China

2021 ◽  
Vol 12 ◽  
Author(s):  
Jie Qin ◽  
Yueyue Ding ◽  
Jing Gao ◽  
Yun Wu ◽  
Haitao Lv ◽  
...  
Keyword(s):  
Mental Health ◽  
Risk Factors ◽  
Online Survey ◽  
Protective Factor ◽  
Family Members ◽  
Significant Risk ◽  
Poor Mental Health ◽  
Psychological Status ◽  
Somatic Anxiety ◽  
Learning Anxiety

Background: Adolescence is an important stage of psychological development, and the psychological and mental problems of many adults are affected by the COVID-19 epidemic. The aim of this study was to understand the psychological status of this group during the epidemic, and to determine the risk factors leading to psychological stress, as well as protective factors.Methods: An online survey was run on April 2, 2020. The participants were 254 adolescents aged 13–16 years from a junior high school in Jiangsu, China. The results were compared with the pre-epidemic data, which came from the psychological status survey routinely carried out by the school. Mental health variables were assessed via the Mental Health Test that included one validity subscale and eight content subscales.Results: The number of adolescents with poor mental health increased significantly from 12.3 to 24.2%. There was significant increase in learning anxiety (33.7 vs. 56.4%), sensitivity tendency (19.8 vs. 46%), somatic anxiety (13.9 vs. 40.7%) and phobia tendency (4.4 vs. 10.1%). During the epidemic, there were significant differences between adolescents with normal and poor mental health in family structure, personality, relationship with siblings, daily exercise time, and risk of family members coming in contact with COVID-19. Living in stem family, no siblings, and risk of contracting COVID-19 from family members were significant risk factors for teenagers with poor mental health. Risk of contracting COVID-19 from family members was the most influential risk factor for learning anxiety, self-blaming tendency, sensitivity tendency, and somatic anxiety. Exercising for ≥1 h per day was a significant protective factor for poor mental health.Conclusions: During the COVID-19 epidemic, adolescents aged 13–16 years have had psychosocial problems, especially learning anxiety, sensitivity tendency, somatic anxiety, and phobia tendency, as well as risk factors for developing them. Our study provides insights for potential interventions.

scholarly journals First-Generation Students With Undecided Majors: A Qualitative Study of University Reacculturation

2018 ◽  
Vol 38 (1) ◽  
pp. 22-35
Author(s):  
Tracey A. Glaessgen ◽  
Cynthia J. MacGregor ◽  
Jeffrey H. D. Cornelius-White ◽  
Robert S. Hornberger ◽  
Denise M. Baumann
Keyword(s):  
First Generation ◽  
First Year ◽  
First Generation Students ◽  
Institutions Of Higher Education ◽  
Education Students ◽  
Undecided Students ◽  
Group Interactions ◽  
Written Responses ◽  
First Year Seminar

When they enter institutions of higher education, students typically leave behind one culture to join another. Despite the higher rates of attrition for first-generation students over continuing-generation students and undecided students over declared students, little research has been focused on undeclared first-generation students. To understand the challenges and experiences of first-generation undecided students transitioning to a new and unfamiliar academic environment, we applied a reacculturation process to this qualitative exploratory case study of 35 students. Data came from interviews, focus group interactions, observations, and written responses to open-ended questions, which were subsequently triangulated. Findings revealed heightened feelings of stress, desire to become comfortable on campus, reliance upon continuing-generation friends, helpfulness of a specialized first-year seminar course, and uncertainty about advisors' roles.

scholarly journals Increasing online interaction in a distance education MBA: Exploring students' attitudes towards change

2010 ◽  
Vol 26 (1) ◽  
Author(s):  
Sharon Watson
Keyword(s):  
Distance Education ◽  
Online Survey ◽  
Significant Finding ◽  
Education Students ◽  
Distance Education Program ◽  
Constructivist Pedagogy ◽  
Mba Program ◽  
The Status ◽  
Students Attitudes ◽  
Social Constructivist Theory

<span>This paper reports the results of the first phase of a mixed methods study investigating the attitudes of students enrolled in a distance education MBA program towards interacting more with other students online. It grapples with the issue of whether students enrolled in a successful distance education program grounded in instructivist and constructivist pedagogy would support changes to its design centring around social-constructivist theory. In this phase, a predominantly quantitative online survey was administered to 316 students. The most significant finding was a division in attitudes according to nationality and location, with Indian respondents less satisfied with the status quo and more interested in changes than their Australian counterparts. This raises the possibility of a fundamental difference in the attitudes, expectations and preferences of Australian and Indian distance education students. However, the results also show that if changes of the nature suggested were made, most respondents would not consider withdrawing from the MBA program.</span>

scholarly journals University Readiness and University Adjustment: Lived Experience of First-generation University Students

2020 ◽  
Vol 6 (4) ◽  
pp. 1665-1672
Author(s):  
Waqas Ahmad ◽  
Sadaf Mahmood ◽  
Muhammad Shabbir ◽  
Nazia Malik
Keyword(s):  
University Students ◽  
Lived Experience ◽  
Online Survey ◽  
First Generation ◽  
First Generation Students ◽  
University Environment ◽  
University Life ◽  
University Adjustment ◽  
The University ◽  
The Relationship

The study purpose is to explore the relationship between university readiness and university adjustment of first-generation students. Students enter university with dreams and motivation after entering university the first challenge is to adjust in the university environment. University readiness directly linked and influenced the university adjustment of the students. Thus, the major objectives of the research are: to know the university readiness of first-generation university students and to access how first-generation university students in step to the university life. For the purpose of data collection, a self-administered well-structured questionnaire was developed and used. The COVID-19 pandemic restricted the movement of the individuals and the academic institutions remained close that’s why the method of online survey was adopted to collect data in the second half of year 2020. In total, 405 first-generation university students’ responses were collected. Results show that first-generation students were less prepared to enter the university. The researcher found a significant relationship between university readiness and university adjustment. It was also found that majority of the first-generation university students were less prepared to enter the university and feel themselves miss adjustment with university environment.

scholarly journals Enjoyment and Not Competence Predicts Academic Persistence for Distance Education Students

2019 ◽  
Vol 20 (3) ◽  
Author(s):  
Michael R Brubacher ◽  
Fortunate T Silinda
Keyword(s):  
Distance Education ◽  
Intrinsic Motivation ◽  
Help Seeking ◽  
At Risk Students ◽  
Academic Persistence ◽  
Psychological Factor ◽  
Education Students ◽  
Help Seeking Attitudes ◽  
General Stress ◽  
Academic Competencies

Dropout rates of distance education students is a serious problem for many distance education institutions as well as their students. A psychological factor that is related to dropout is the academic persistence of students, or their intent to finish their degrees. One factor that could predict academic persistence, which is often used to identify and help at-risk students, is the academic competencies of students. However, another factor that could predict persistence is the intrinsic motivation of students, or whether they enjoy their academic work and find it interesting. In the present study, 350 distance education undergraduates in South Africa completed a survey that measured their persistence, perceived academic competence, and intrinsic motivation. The survey also measured experienced workload, help-seeking attitudes, and general stress. Results show that intrinsic motivation was a significant predictor of persistence while competence was not. Further, help-seeking attitudes and general stress had indirect effects on persistence through intrinsic motivation. The study highlights the need for educators to be aware of the intrinsic motivation of distance education students, and the factors that could impact it, in order to increase the academic persistence of students.

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