scholarly journals First-Generation and Non-First-Generation Students

2018 ◽  
Vol 25 (2) ◽  
Author(s):  
Jason L. McCain ◽  
Melissa J. Hawthorne ◽  
Adena Young-Jones ◽  
Benton H. Pierce ◽  
Taylor Smith
Keyword(s):  
Social Support ◽  
Academic Success ◽  
Intrinsic Motivation ◽  
Multiple Regression ◽  
Study Skills ◽  
Extrinsic Motivation ◽  
First Generation ◽  
First Generation Students ◽  
Significant Other ◽  
Regression Analyses

Student success is a vital construct within academia, and, as such, considerable explorations have attempted to identify contributing factors. However, these studies typically focused on only one or two aspects of academic achievement (i.e., motivation, study skills, or self-efficacy). In the present study, we used five separate instruments to identify a set of factors that predict academic success for both first-generation and non-first-generation students, measured by grade point average (GPA). For all students, multiple regression analyses revealed that amotivation, introjected extrinsic motivation, external regulation extrinsic motivation, study skills, identified extrinsic motivation, support from a significant other, and autonomy were significant predictors of GPA. In comparison, multiple regression analyses revealed that first-generation students’ GPA was primarily predicted by only amotivation, social support from friends, intrinsic motivation toward accomplishment, and support from a significant other. Our results support the importance of fostering intrinsic motivation for academic success in both groups of students, highlight the critical role of social support for this outcome, and provide evidence that first-generation students’ motivation may differ from that of their peers.

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.

Attitudes and Motivations of Students Taking Professional Certificate Examinations

2011 ◽  
Vol 39 (10) ◽  
pp. 1303-1314 ◽  
Author(s):  
Pi-Yueh Cheng ◽  
Mei-Lan Lin ◽  
Chia-Kai Su
Keyword(s):  
Intrinsic Motivation ◽  
Multiple Regression ◽  
Questionnaire Survey ◽  
Extrinsic Motivation ◽  
Second Phase ◽  
Regression Analyses ◽  
Business Studies ◽  
Attitude Changes ◽  
Students Attitudes ◽  
The Impact

In this study we explored the attitudes and motives of business studies students taking examinations for professional certificates, where their participation may have a cognition-oriented motive. The study was divided into 2 phases: in the first phase, a questionnaire survey was used to examine the differences between internal and external encouragement perspectives for those students with and without professional certificates. We found that the intrinsic motivation of students with professional certificates was significantly higher than their extrinsic motivation. In the second phase we examined whether the impact of the external justifications of attitude changes are associated with students' attitudes toward participation in the examination. Multiple regression analyses revealed that reward, satisfaction, effort, responsibility, and commitment were predictive of participants' attitudes.

The Impact of Family and Friends Social Support on Latino/a First-Generation College Students’ Perceived Stress, Depression, and Social Isolation

2020 ◽  
pp. 153819272096492
Author(s):  
Tara Suwinyattichaiporn ◽  
Zac D. Johnson
Keyword(s):  
Social Support ◽  
Social Isolation ◽  
First Generation ◽  
First Generation College Students ◽  
First Generation Students ◽  
Negatively Associated ◽  
Family Social Support ◽  
Study Results ◽  
First Generation College ◽  
The Impact

This study highlights Latino/a first-generation students by investigating the associations of stress, depression, and social isolation with family and friend social support in their college experiences. Using random sampling, nine-hundred and seven ( N = 907) Latino/a first-generation students participated in this study. Results indicated family social support is negatively associated with stress and depression, social support from friends is negatively associated with social isolation, and family social support is a moderator of stress and depression.

scholarly journals 0369 Sleep Disparities are Established by the First Month of College

SLEEP ◽  
2020 ◽  
Vol 43 (Supplement_1) ◽  
pp. A141-A141
Author(s):  
V Bermudez ◽  
D Fearon ◽  
M Wheelis ◽  
M Cohenour ◽  
M K Scullin
Keyword(s):  
College Students ◽  
Academic Success ◽  
Undergraduate Students ◽  
First Generation ◽  
Female Students ◽  
Achievement Gaps ◽  
First Generation Students ◽  
First Semester ◽  
Short Sleep ◽  
Long Sleep

Abstract Introduction Short and poor quality sleep are particularly common in college students, likely impacting their ability to persist and succeed in difficult courses. In the current study, we investigated demographic-based sleep differences (sleep disparities) and demographic-based academic differences (achievement gaps) in first-semester college students, with the goal of informing whether sleep disparities contribute to achievement gaps. Methods From 2017 to 2018, first-semester undergraduate students at Baylor University completed the New2BU Survey [N=6,048, 61.9% female, 18.7% first-generation, 23.8% underrepresented racial/ethnic minority (URM)]. Data collection occurred within three to five weeks of classes beginning. The survey included self-reported weekday total sleep time (TST), which we classified as short sleep (≤6.9 hours), normal sleep (7-9 hours), or long sleep (>9 hours). Semester GPA data were obtained from university records for students’ first 4 semesters. Results There was evidence for both achievement gaps and sleep disparities. The risk for short sleep was increased in female students (p<.001; OR=1.20, 95%CI: 1.08-1.33), first-generation students (p=.02; OR=1.17, 95%CI: 1.03-1.33), and URM students (p<.001; OR=1.32, 95%CI: 1.16-1.50). The risk for long sleep increased substantially in first-generation students (p=.003, OR=1.92, 95%CI: 1.25-2.97) and URM students (p<.001; OR=2.41, 95%CI: 1.57-3.70), but not in female students (OR=0.88, 95%CI: 0.59-1.30). First-generation and URM students showed a 0.2-0.3 GPA reduction each semester relative to comparison groups (ps<.001), but short sleep and long sleep predicted GPA data up to four semesters later. Sleep-GPA correlations were modest in size (rs=.10-.14), but remained significant even after controlling for numerous demographic variables, high school GPA, and college entrance test scores. Conclusion Sleep disparities are noteworthy within the first month of college, and predictive of academic performance across four semesters. Addressing sleep health in all students—but particularly female, first-generation, and URM students—may increase academic success, bridge achievement gaps, and reduce health disparities. Support National Science Foundation (DRL 1920730)

scholarly journals Motivation and Social Support Received in Elderly Care: The Case of Geriatric Palliative Caregivers

2020 ◽  
Author(s):  
Wilfred Luis Clamor
Keyword(s):  
Social Support ◽  
Intrinsic Motivation ◽  
Extrinsic Motivation ◽  
Elderly Care ◽  
Sampling Technique ◽  
Descriptive Research ◽  
Metro Manila ◽  
Qualitative Descriptive ◽  
Tangible Support ◽  
Different Sources

This study describes the experiences on geriatric palliative care of 12 caregivers in Metro Manila. This study looks on the variation of experiences on motivation and social support in caregiving. This study used a qualitative-descriptive research design and involved key informant interviews of caregivers as a research method. Informants were selected through a non-probability sampling technique specifically through a purposive-convenient sampling. Caregivers cite several of motivations for caregiving. Reasons mentioned are identified to be either intrinsic motivation or extrinsic motivation. Intrinsic motivation being cited are emphatic reasons which include framing patient as family; emotional reasons such as emotional attachment; and cognitive reasons which refers to gaining knowledge in caregiving. Extrinsic motivations by caregivers are incentive reasons which include monetary gains; and negative reinforcements such as institutional punishments. In terms of social support received, caregivers mentioned different sources and functions of support they receive. Caregivers cite two types of social support structure or sources, proximal social support and institution based support. For social support function, responses are categorized into intangible and tangible support.

scholarly journals The Relationship Between Perceived Coaching Behaviours, Motivation and Self-Efficacy in Wrestlers

2017 ◽  
Vol 57 (1) ◽  
pp. 239-251 ◽  
Author(s):  
İhsan Sarı ◽  
Betül Bayazıt
Keyword(s):  
Social Support ◽  
Intrinsic Motivation ◽  
Self Efficacy ◽  
Positive Relationship ◽  
Perceived Social Support ◽  
Regression Analyses ◽  
Perceived Leadership ◽  
Motivation Scale ◽  
The Relationship ◽  
General Self Efficacy

AbstractThe current study aimed to determine the relationship between perceived coaching behaviours, motivation, self-efficacy and general self-efficacy of wrestlers who competed in the Super National Wrestling League. The sample consisted of 289 wrestlers. The Self-Efficacy Scale was used to measure self-efficacy perception, the Sports Motivation Scale to measure the motivation of the athletes, the Leadership Scale for Sport to determine perceived leadership behaviours, and the General Self-Efficacy Scale to determine the general self-efficacy perceptions of the athletes. For data analyses, SPSS 17.0 software was used. According to the results of the regression analyses performed with the enter method, it was found that perceived training and instruction behaviour along with perceived social support behaviour significantly explained self-efficacy (adjusted R2_ = .03), intrinsic motivation (adjusted R2 = .04) and amotivation (adjusted R2 = .05). Also, perceived training and instruction behaviour (β = .51), autocratic behaviour (β = -.17) and social support behaviour (β = -.27) significantly contributed to athletes’ general self-efficacy (adjusted R2 = .10). In light of these findings, it may be argued that perceived training and instruction behaviour may be beneficial for self-efficacy, general self-efficacy, intrinsic motivation, and amotivation. On the other hand, it could be stated that perceived autocratic behaviour may be detrimental for general self-efficacy of the athletes. As for social support behaviour, it may be suggested that it is negatively related to self-efficacy, general self-efficacy and intrinsic motivation. Lastly, a positive relationship was observed between perceived social support behaviour and amotivation in wrestlers. The results reveal the specific characteristics of wrestlers and suggest some implications for wrestling coaches.

scholarly journals Pengaruh The Big Five Personality Terhadap Kinerja Akademik dengan Motivasi Akademik Sebagai Variabel Intervening Pada Mahasiswa Fakultas Ekonomi dan Bisnis Program Studi Manajemen Universitas Airlangga

2015 ◽  
Vol 2 (2) ◽  
pp. 168-185
Author(s):  
Deva Ludian Tantyo ◽  
Siti Sulasmi ◽  
IBG. Adi Permana
Keyword(s):  
Social Sciences ◽  
Intrinsic Motivation ◽  
Multiple Regression ◽  
Big Five ◽  
Extrinsic Motivation ◽  
Big Five Personality ◽  
Hierarchical Multiple Regression ◽  
The Social ◽  
Convenience Sampling

Kinerja akademik menjadi focus dalam penelitian ini mengingat kinerja akademik merupakan salah satu pengukur seberapa mampu mahasiswa tersebut dalam menempuh pendidikan. Penelitian ini dilakukan pada program studi S-1 Manajemen Fakultas Ekonomi dan Bisnis Universitas Airlangga. Pendekatan dalam penelitian ini menggunakan pendekatan kuantitatif dengan jumlah sampel yang digunakan sebanyak 87 responden dengan menggunakan convenience sampling. Teknik analisis yang digunakan dalam penilitian ini adalah Hierarchical Multiple Regression  dengan menggunakan alat statistik Statistical Package for the Social Sciences (SPSS). Hasil penelitian menunjukkan bahwa dimensi the big five personality yang berpengaruh secara signifikan terhadap kinerja akademik di Fakultas Ekonomi dan Bisnis Universitas Airlangga yaitu pada model 1 (extraversion, agreeableness, neuroticism, dan openness), model 2 (agreeableness, neuroticism, dan openness), model 3 (agreeableness, dan openness)  Dan hasil lainnya adalah openness berpengaruh secara partial mediation terhadap kinerja akademik dengan dimediasi oleh intrinsic motivation, Agreaableness dan openness masing – masing berpengaruh secara full mediation dan partial mediation terhadap kinerja akademik dengan dimediasi oleh extrinsic motivation, dan tidak ada satupun dari dimensi the big five personality yang berpengaruh secara full atau partial mediation terhadap kinerja akademik dengan dimediasi oleh amotivation di Fakultas Ekonomi dan Bisnis Universitas Airlangga. Keywords : the big five personality, Motivasi Akademik, kinerja akademik, extrinsic motivation, intrinsic motivation

scholarly journals Motivation of UK graduate students in education: self-compassion moderates pathway from extrinsic motivation to intrinsic motivation

2021 ◽  
Author(s):  
Yasuhiro Kotera ◽  
Elaina Taylor ◽  
Dean Fido ◽  
Dan Williams ◽  
Freya Tsuda-McCaie
Keyword(s):  
Academic Success ◽  
Intrinsic Motivation ◽  
Extrinsic Motivation ◽  
Academic Motivation ◽  
Self Report ◽  
Education Students ◽  
Postgraduate Students ◽  
Self Compassion ◽  
Academic Activities ◽  
Key Factor

AbstractAcademic motivation is recognised as a key factor for academic success and wellbeing. Highly motivated students actively engage with academic activities and maintain good wellbeing. Despite the importance of motivation in education, its relationship with engagement and wellbeing remains to be evaluated. Accordingly, this study explored the relationships between motivation, engagement, self-criticism and self-compassion among UK education postgraduate students. Of 120 postgraduate students approached, 109 completed three self-report scales regarding those constructs. Correlation, regression and moderation analyses were performed. Intrinsic and extrinsic motivation were positively associated with engagement, whereas amotivation was negatively associated with it. Engagement positively predicted intrinsic motivation. Self-criticism and self-compassion moderated the pathway from extrinsic motivation to intrinsic motivation: higher self-criticism weakened the pathway, while higher self-compassion strengthened it. Findings suggest the importance of engagement in relation to cultivating intrinsic motivation of education students. Moreover, enhancing self-compassion and reducing self-criticism can help transfer extrinsic to intrinsic motivation.

Intrinsic Motivation and Academic Achievement

1997 ◽  
Vol 18 (1) ◽  
pp. 12-19 ◽  
Author(s):  
Poonam C. Dev
Keyword(s):  
Learning Disabilities ◽  
Academic Success ◽  
Intrinsic Motivation ◽  
Extrinsic Motivation ◽  
Students With Learning Disabilities ◽  
Motivational Orientations ◽  
Grade Levels ◽  
Academic Intrinsic Motivation ◽  
School Learning ◽  
Insight Into

Encouraging children's intrinsic motivation can help them to achieve academic success (adelman, 1978; adelman & taylor, 1986; gottfried, 1983, 1985). To help students with and without learning disabilities to develop academic intrinsic motivation, it is impoptant to define the factors that affect motivation (adelman & chaney, 1982; adelman & taylor, 1983). This article offers educators an insight into the effects of different motivational orientations on the school learning of students with learning disabilities, as well as into the variables affecting intrinsic and extrinsic motivation. Also included are recommendations, based on empirical evidence, for enhancing academic intrinsic motivation in learners of varying abilities at all grade levels.

Avoidance as a Coping Strategy for Nurses in Thailand

1996 ◽  
Vol 79 (2) ◽  
pp. 592-594 ◽  
Author(s):  
Paul D. Tyson ◽  
Rana Pongruengphant
Keyword(s):  
Social Support ◽  
Job Satisfaction ◽  
Problem Solving ◽  
Occupational Stress ◽  
Multiple Regression ◽  
Coping Strategy ◽  
Significant Relationship ◽  
Regression Analyses ◽  
Buffering Effect

Multiple regression analyses indicated a significant relationship between the coping strategy of avoidance, job satisfaction, and occupational stress. Although it was the best predictor of stress compared to problem solving, social support, and relaxation, avoidance did not have an interactive buffering effect on occupational stress for 200 Thai nurses.

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