scholarly journals Self Efficacy, Sense of Belonging, and Sense of Obligation in First Generation College Students

2018 ◽  
Author(s):  
Bridgett Hernandez
Keyword(s):  
College Students ◽  
Self Efficacy ◽  
Sense Of Belonging ◽  
First Generation ◽  
First Generation College Students ◽  
First Generation College ◽  
Sense Of Obligation

A Longitudinal Investigation of First-Generation College Students’ Mentoring Relationships During Their Transition to Higher Education

2021 ◽  
pp. 152102512110227
Author(s):  
Matthew A. Hagler ◽  
Kirsten M. Christensen ◽  
Jean E. Rhodes
Keyword(s):  
College Students ◽  
Self Efficacy ◽  
Help Seeking ◽  
First Generation ◽  
First Generation College Students ◽  
Mentoring Relationships ◽  
First Year ◽  
School Membership ◽  
Longitudinal Investigation ◽  
First Generation College

Non-parent mentoring relationships are important protective factors for first-generation college students. Previous research has focused on singular mentoring relationships measured at one time point, failing to capture the breadth and dynamic nature of social networks. The current study is a longitudinal investigation of first-generation students’ mentoring networks during their transition to college at a four-year, predominantly minority-serving commuter university. At the beginning and end of their first year, students (N = 176) responded to online surveys on their mentoring relationship(s), attitudes toward help-seeking, and college experiences. Cumulative support from pre-college mentoring relationships retained across the first year was positively associated with self-efficacy. Support from newly acquired mentoring relationships was positively associated with psychological sense of school membership. Network orientation was positively associated with self-efficacy and sense of school membership. These findings highlight the importance of diverse mentoring networks and demonstrate the utility of collecting longitudinal data on multiple mentoring relationships.

A Psychosociocultural View of Hispanic First-Generation College Students’ Graduation Rates

2021 ◽  
pp. 152102512110562
Author(s):  
Christian A. Latino ◽  
Justine Radunzel ◽  
Jason D. Way ◽  
Edgar Sanchez ◽  
Alex Casillas ◽  
...  
Keyword(s):  
College Students ◽  
Self Efficacy ◽  
First Generation ◽  
Hispanic Students ◽  
Degree Attainment ◽  
First Generation College Students ◽  
Bachelor's Degree ◽  
First Generation College ◽  
Bachelor's Degree Attainment ◽  
Academic Self Efficacy

First-generation college students (FGCS), nearly 50% of which identify as Hispanic, are an underserved population. The psychosociocultural theoretical framework posits that individual, environmental, and cultural factors contribute to the academic success of Hispanic students. This study examined the relationship between these factors (i.e., demographics, academic self-efficacy, meeting with professors, and attending cultural programming) to 6-year bachelor’s degree attainment and time to bachelor’s degree attainment among Hispanic students at a Hispanic Serving Institution ( n  =  358). Being better prepared academically, being female, and having greater academic self-efficacy were positively related to bachelor’s degree attainment; FGCS status was negatively related. Among students who graduated ( n  =  208), entering college being better prepared academically, and having greater academic self-efficacy were related to quicker bachelor’s degree attainment; FGCS status was not significantly related. Practitioners may pay more attention to Hispanic students’ academic self-efficacy and the success of Hispanic male students.

scholarly journals First generation college students and non-first-generation college students: Perceptions of belonging

2018 ◽  
Vol 8 (12) ◽  
pp. 58 ◽  
Author(s):  
Margaret Costello ◽  
Amy Ballin ◽  
Miriam Rosalyn Diamond ◽  
Lan Gao
Keyword(s):  
College Students ◽  
Peer Relationships ◽  
Sense Of Belonging ◽  
First Generation ◽  
First Generation College Students ◽  
Work And Family ◽  
First Generation Students ◽  
Family Responsibilities ◽  
Academic Degree ◽  
First Generation College

Background and objective: First generation college students (FGS), are emerging as an important demographic group for colleges and universities. Having a ‘sense of belonging’ or belonging is important to the success of all college students, especially for the retention of students who may be at risk of not completing their academic degree. The purpose of this study is to analyze differences between first generation and non-first-generation college students based on a mattering survey.Methods: Two hundred and thirty undergraduate students in one New England College participated in a study designed to uncover differences between FGS and non-first-generation college students based on responses to a mattering survey. The study utilized a questionnaire designed to capture students’ opinions on mattering. Open questions were included to inform and enrich the data.Results: First-generation student perceived a greater number of obstacles in their college experience than non-first-generation students. Obstacles to academic success for first generation students included lack of time to study due to work and family responsibilities, financial struggles, and unhelpful faculty relationships. Facilitators were helpful faculty and peer relationships. Lack of mental health support was cited as a barrier to both cohorts of students.Conclusions: Having a sense of belonging or mattering can help the student feel a connection to the college. This may aid the student in persisting towards graduation. Persistence toward graduation is important for all students including nursing students.

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

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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