|
Abstract
| Various factors influence first-generation college students' academic success, including a sense of
belonging, parental support, and academic aspirations. Research indicates that first-generation students
often experience lower academic self-efficacy, which can negatively impact their performance. First-
generation college students (FGCS) often face unique challenges that influence their academic outcomes.
This study explored how academic self-efficacy, anxiety, perceived parental support, and sense of
belonging relate to expected GPA and academic aspirations. A total of 194 undergraduate students
participated, with 25% identifying as FGCS. Results revealed that academic self-efficacy and anxiety
significantly predicted GPA expectations, whereas sense of belonging and parental support were not
significant predictors. Participants will complete an online survey measuring belongingness, academic
concerns, self-efficacy, parental support, and academic aspirations. The data will be analyzed to examine
differences between first-generation and non-first-generation students. Results from this study will
provide insights into the unique experiences of first-generation students and highlight critical factors that
contribute to their academic success in a nondiverse campus environment. While our hypotheses about
mediation were not supported, the study highlights the crucial role of psychological variables in shaping
academic outcomes and calls for more targeted support for FGCS in higher education. |
|
Use and reproduction restrictions
| This material may be protected by copyright law (e.g., Title 17, US Code). For more information about the University of Wisconsin-La Crosse Murphy Library's copyright, fair-use, and permissions policies, please see https://digitalcollections.uwlax.edu/. |
