First-Generation Undergraduate Students and the Impacts of the First Year of College: Additional Evidence

Padgett, Ryan D.; Johnson, Megan P.; Pascarella, Ernest T.

doi:10.1353/csd.2012.0032

Cited by 116 publications

(95 citation statements)

References 52 publications

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“…Institutional variables that improve persistence include high quality and frequent student interactions with faculty members, the availability of academic advising, as well as an explicitly stated university mission that commits to student success (Kuh, Kenzie, Buckley, Bridges, & Hayek, 2006;National Survey of Student Engagement, 2014;Pascarella & Terenzini, 2005). Student variables that increase persistence include being female and having parents with a university education (Dennis, Phinney, & Chuateco, 2005;Finnie, Childs, & Qiu, 2010;Finnie & Qui, 2009;Kuh et al, 2006;Padgett, Johnson, & Pascarella, 2012). While students discontinue university studies for many reasons (most commonly because they do not like it; Finnie et al, 2010), the strongest proximate predictor of retention is academic grades (Gershenfeld, Hood, & Zhan, 2016;Kuh et al, 2006;Pascarella & Terenzini, 2005;Wintre & Bowers, 2007).…”

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confidence: 99%

Learning How to Learn: A Student Success Course for At Risk Students

2017

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It is well known that university students with ineffective learning strategies and low motivation are at risk for lowered grades and stress. Given the needs of these students, Mount St. Vincent University developed the Student Success Course (SSC), a 14-week intervention that offers instruction in learning strategies, self-management, and motivation. The purpose of this study was to evaluate the effectiveness of the SSC for 100 undergraduates on academic probation. From pre- to post-test, participants reported a significant increase in cognitive strategies, study skills, and motivation as well as a significant decrease in test anxiety and procrastination (ps < .05). Over time, participants also demonstrated a significantly improved GPA (p < .0001). These results support the hypothesis that the SSC is an effective intervention, at least in the short-term, for improving learning and motivational strategies in at risk students. Il est reconnu que les étudiants d’université dont les stratégies d’apprentissage sont inefficaces et qui ont une faible motivation risquent de souffrir de stress et d’obtenir de mauvaises notes. Au vu des besoins de ces étudiants, Mount St. Vincent University a mis en place un cours pour faciliter la réussite des étudiants (Student Success Course - SSC). Il s’agit d’une intervention de 14 semaines au cours de laquelle on enseigne des stratégies d’apprentissage, de gestion autonome et de motivation. L’objectif de cette étude est d’évaluer l’efficacité de ce cours dans le cas de 100 étudiants de premier cycle placés en probation. Les participants ont rapporté, avant et après le test, une augmentation significative de leurs stratégies cognitives, de leurs compétences en matière d’apprentissage et de leur motivation, ainsi qu’une baisse importante de leur anxiété face aux examens et de leur procrastination (ps < .05). Avec le temps, les participants ont également démontré une augmentation de leur moyenne pondérée cumulative (p < .0001). Ces résultats soutiennent l’hypothèse selon laquelle le cours en question représente une intervention efficace, tout au moins à court terme, pour améliorer les stratégies d’apprentissage et de motivation chez les étudiants à risque.

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confidence: 99%

Learning How to Learn: A Student Success Course for At Risk Students

2017

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“…The ALAS-R might prove to be of value in identifying students most likely to experience a mismatch between perception and experience. Similarly, first-generation college students have been reported to be at a disadvantage in the cognitive and psychosocial development associated with a liberal arts education (e.g., Padgett, Johnson, & Pascarella, 2012). Further research with the ALAS-R could be useful in this regard.…”

Section: Summary and Concluding Discussionmentioning

confidence: 99%

The revised Appreciation of the Liberal Arts Scale (ALAS-R): Development, reliability and validity

Reid¹,

Kline²,

O’Quin³

2013

IJRSE

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Three studies were conducted to develop and evaluate an Appreciation of the Liberal Arts Scale.The final 24-item revision (ALAS-R) was reliable (α = .86). Students who had a greater appreciation of the liberal arts were less materialistic, had greater life satisfaction, had greater ability to defer gratification, and reported greater openness to experiences, leadership, wisdom, and judgment. In addition, ALAS-R scores were predictably related to students' choice of academic major, with Arts and Humanities majors scoring higher. This scale has the potential to contribute to prediction of student retention and major, as well as the assessment of a dimension of college student development.

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“…They suggested that first-generation students have a more difficult transition to college and are confronted with multiple issues related to cultural, social and academic transition. First-generation students report feeling less prepared for and knowledgeable about college and more worried about failing than continuing generation students (Aspelmeier et al, 2012;Padgett, Johnson, & Pascarella, 2012). Aspelmeier et al (2012) highlighted two studies that indicated only modest differences in adjustment to college between first-and continuing-generation students; however, they concluded that even small effects may have 'practical significance when they reflect serious outcomes that are relevant to large proportions of the population'(p. 758).…”

Section: United States Research On First-generation Studentsmentioning

confidence: 99%

“…Nunez et al (1998) reported that first-generation students were 40% more likely to drop-out of college within five years than their continuing-generation peers. First-generation students exhibit greater confusion regarding expectations related to academic workload and assessment (Collier & Morgan, 2008); are less likely to seek help from faculty (Jenkins, Miyazaki, & Janosik, 2009); and may not gain maximum benefit from interacting with faculty (Padgett et al, 2012).…”

Section: United States Research On First-generation Studentsmentioning

confidence: 99%

The academic outcomes of first-in-family in an Australian university: An exploratory study.

Rubin¹

2017

Preprint

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Although the first-generation and first-in-family status (FIF) of university students has been of intense interest in the USA, it has received very little consideration in Australia. The present research redressed this imbalance by investigating the academic outcomes of FIF undergraduate students at a large, public, Australian university. Undergraduate students (N = 227) who were enrolled in education, nursing and liberal arts degrees completed an online survey. Data are representative of typical gender enrolment patterns for these degrees. In contrast to US research, there was no clear relationship between socioeconomic status and FIF status in this sample. Consistent with US research, FIF students had poorer academic outcomes than non-FIF students. However, this difference was only significant after the first-year of study when students were less likely to receive scaffolded learning support within courses. FIF students were more likely than non-FIF students to seek support from university services. The implications of these results for Australian universities are considered.

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First-Generation Undergraduate Students and the Impacts of the First Year of College: Additional Evidence

Cited by 116 publications

References 52 publications

Learning How to Learn: A Student Success Course for At Risk Students

Learning How to Learn: A Student Success Course for At Risk Students

The revised Appreciation of the Liberal Arts Scale (ALAS-R): Development, reliability and validity

The academic outcomes of first-in-family in an Australian university: An exploratory study.

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