Self-Esteem, Locus of Control, College Adjustment, and GPA Among First- and Continuing-Generation Students: A Moderator Model of Generational Status

Aspelmeier, Jeffery E.; Love, Michael M.; McGill, Lauren A.; Elliott, Ann N.; Pierce, Thomas W.

doi:10.1007/s11162-011-9252-1

Cited by 105 publications

(88 citation statements)

References 35 publications

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“…As it can be seen in Figure 3, psychological factors can be divided into two categories: specific characteristics, and an overall refusal to accept having any psychological issues. Aspelmeier et al (2012) showed that certain types of locus of control were associated with GPA. We did however not observe a behavioural trend in locus of control in our study as the number of students on probation who regarded themselves as responsible for their problems was close to the number of students who blamed others for their problems.…”

Section: Psychological Factorsmentioning

confidence: 99%

“…A sizeable number of students are worried about their ability to cope with the new situation and if they fail to overcome this issue and do not find ways to adjust, they may end up no longer paying any attention to their GPA and decide to leave university. Aspelmeier, Love, McGill, Elliott, and Pierce (2012) observed that there is a relationship between college adaptation and GPA and therefore it is important to create environments that facilitate students' involvement.…”

Section: Introductionmentioning

confidence: 99%

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Why Do Students Who Are Eligible to Enter University Fall into Academic Probation and What Possibilities Are There for Effective Interventions?

Atay¹,

Ruppert²,

Gülmez³

et al. 2017

PSYCH

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Probation is the academic status of students who do not meet minimum academic criteria of Grade Point Average (GPA) as specified by the university. Probation furthermore restricts the amount of credits that can be loaded. It is a growing problem with many different causes. It has been studied for many years with e.g. The Student Adaptation to College Questionnaire (SACQ) consists of four subscales that are social adjustment, personal-emotional adjustment, academic adjustment and institutional attachment (Gerdes & Mallinckrodt, 1994). In 2014, Istanbul Technical University (ITU) Dean of Student and Registrar's Office published the General Statistical Evaluation Report highlighting the issue of academic probation. In this study the authors aimed to identify the reasons of academic probation and to set up an intervention model at the University Career Centre. For this purpose, semi-structured interviews and group discussions were conducted with 182 undergraduate academic probation students from 13 faculties. Data analysis using Qualitative Data Analysis Software (MAXQDA) was used to identify the reasons for academic probation. Once the reasons had been identified, existing tools were improved and new tools were developed. After the implementation of various intervention measures such as promoting career summits, setting up a web portal, informing the administration of the university of the importance and necessity of creating open areas, the results were analysed. At the end of a two-year period of strenuous efforts, the effectiveness of those measures was evident as the probation rate had dropped from 23.46% to 17.08% (ITU Dean of Student and Registrar's

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Section: Psychological Factorsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Why Do Students Who Are Eligible to Enter University Fall into Academic Probation and What Possibilities Are There for Effective Interventions?

Atay¹,

Ruppert²,

Gülmez³

et al. 2017

PSYCH

View full text Add to dashboard Cite

show abstract

“…Definitions of what constitutes first-generation or first-in-family status vary (Aspelmeier et al, 2012;McConnell, 2000). In the US context, the term first-generation is most frequently used, while in the UK and Australia the term first-in-family (FIF) is more common.…”

Section: United States Research On First-generation Studentsmentioning

confidence: 99%

“…Pascarella et al (2004) concluded that first-generation students are at a relative disadvantage in terms of knowledge about post-secondary education options, educational expectations and plans and academic preparation. In their summary of the pre-college literature, Aspelmeier et al (2012) highlighted that first-generation students are more likely than continuing-generation students to come from lower SES backgrounds and certain ethnic minority groups; are generally older; and tend to have more negative attitudes towards their academic potential and lower academic self-efficacy. Pascarella et al's (2004) second category of US research focuses on the transition from high school to college.…”

Section: United States Research On First-generation Studentsmentioning

confidence: 99%

“…An over-reliance on a limited set of policy categories in research can also limit the picture. For example, for over 30 years, the first-generation status of college students has received considerable research attention in the US, with the literature indicating that they have lower retention, poorer achievement and less academic and social integration than their continuing-generation peers (Aspelmeier, Love, McGill, Elliott, & Pierce, 2012;Collier & Morgan, 2008;Pascarella et al, 2004;Rubin, 2012a). Despite these findings, there is relatively little research that explicitly focuses on first-generation students in their own right (see Thomas & Quinn, 2007).…”

Section: Introductionmentioning

confidence: 99%

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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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Facilitating connection to enhance college student well‐being: Evaluation of an experiential group program

Costello

Nagel

Hunt

et al. 2022

American J of Comm Psychol

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This randomized controlled trial examined the impact of The Connection Project, an experiential, relationship‐focused intervention designed to improve school belongingness and decrease symptoms of depression and loneliness among new college students. Participants were 438 first‐year and transfer students (232 treatment, 206 waitlist‐control) at a medium‐sized, 4years, predominantly White public university in the Southeastern United States. At postintervention, the treatment group reported significant relative increases in school belonging and significant relative reductions in levels of loneliness and depressive symptoms in comparison to waitlist‐controls. Program effects were stronger for students from marginalized racial or ethnic backgrounds, students from lower socioeconomic status households, and transfer students. Results are interpreted as suggesting the utility of experiential, peer‐support prevention programming to promote college students' well‐being, particularly college students who hold identities that are traditionally disadvantaged in this context.

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Self-Esteem, Locus of Control, College Adjustment, and GPA Among First- and Continuing-Generation Students: A Moderator Model of Generational Status

Cited by 105 publications

References 35 publications

Why Do Students Who Are Eligible to Enter University Fall into Academic Probation and What Possibilities Are There for Effective Interventions?

Why Do Students Who Are Eligible to Enter University Fall into Academic Probation and What Possibilities Are There for Effective Interventions?

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

Facilitating connection to enhance college student well‐being: Evaluation of an experiential group program

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