am i prepared? first-generation students’ college navigation self … · 2017. 5. 11. · am i...
TRANSCRIPT
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AM I PREPARED?COLLEGE NAVIGATION SELF-
EFFICACY IN FIRST- AND CONTINUING-GENERATION
STUDENTS
Amanda Campbell, Brianna Weidner, Natalie Malone,
and Dr. Ellen Usher
University of Kentucky
Spring Research Conference, 2017
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COLLEGE: THE NEW FRONTIER
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WHAT IS FIRST-GENERATION?
First-generation students are those whose parents have not earned Bachelors degrees
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RELEVANCE 32% of
undergraduates in the U.S. are first-generation students
Higher risk for attrition
More likely to workwhile at school and live at home
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SOCIAL COGNITIVE THEORY
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PersonalFactors
BehaviorEnvironment
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SELF-EFFICACY
I can do
this!
Affects: Performance
Persistence
Response to failure
What classes students take
What careers students pursue
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PURPOSE
The purpose of this study is to examine the differences in self-beliefs between incoming first-generation and continuing-generation students that might influence their success at college.
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DEFINITIONS
College-Navigation Self-Efficacy:
Students’ beliefs in their ability to successfully navigate college
Academic Capital:
Knowledge that parents possess about how college and professional systems work
that is passed down to their child
College Orientation Course:
A course designed by the university that is designed to help students better understand
the university environment
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RESEARCH QUESTIONS
1. Do first-generation students report different levels of college navigation self-efficacy than continuing-generation students?
2. How are academic capital and college navigation self-efficacy related?
3. How does academic achievement of students having taken College 101 compare to those who have not?
4. How does academic achievement of first-generation students who have taken a College 101 course compare to continuing-generation students who have also taken the course?
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RESEARCH QUESTIONS
1. Do first-generation students report different levels of college navigation self-efficacy than continuing-generation students?
2. How are academic capital and college navigation self-efficacy related?
3. How does academic achievement of students having taken College 101 compare to those who have not?
4. How does academic achievement of first-generation students who have taken a College 101 course compare to continuing-generation students who have also taken the course?
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RESEARCH QUESTIONS
1. Do first-generation students report different levels of college navigation self-efficacy than continuing-generation students?
2. How are academic capital and college navigation self-efficacy related?
3. How does academic achievement of students having taken College 101 compare to those who have not?
4. How does academic achievement of first-generation students who have taken a College 101 course compare to continuing-generation students who have also taken the course?
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RESEARCH QUESTIONS
1. Do first-generation students report different levels of college navigation self-efficacy than continuing-generation students?
2. How are academic capital and college navigation self-efficacy related?
3. How does academic achievement of students having taken College 101 compare to those who have not?
4. How does academic achievement of first-generation students who have taken a College 101 course compare to continuing-generation students who have also taken the course?
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METHOD
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PROCEDURE
First-time students received a general invitation via e-mail to participate in a survey
Students were invited to help the university better understand its students
Reminder methods: follow-up e-mail and advertisement on university dashboard 14
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PARTICIPANTS
N = 1,822 students
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12%
88%First-generation
(n = 230)
Continuing-generation
(n = 1,592)
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MEASURES16
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COLLEGE-NAVIGATION SELF-
EFFICACY SCALE
In regards to navigating college life, how confident are you that you can…
…choose a college major that is right for me
…overcome hardships that I may experience in college
17Not Confident Confident
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ACADEMIC CAPITAL SCALEFor each statement below, select the answer that best represents your beliefs and experiences
I have people in my life who encourage me to succeed in college
I have family members who attend or have attended college
18Disagree Agree
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RESULTS
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RESULTS: RQ 1
3.1
2.7
3.16 3.21
1
1.5
2
2.5
3
3.5
4
College Nav Self-Efficacy GPA
Mean Differences in First-and Continuing-Generation Students
First-generation Continuing-generation
d = .47
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RESULTS: RQ 2
Academic Capital College Navigation Self-Efficacy
I want to get a better education than previous
generations of my family
.125**
My parents want me to achieve more in school
than they did
.131**
I have family members who attend or have
attended college
.145**
I have role models in my community who attended
college
.270**
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RESULTS: RQ 3 & 4
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3.12 3.17
2.71 2.69
3.18 3.24
1
1.5
2
2.5
3
3.5
4
College 101 No College 101
GPA for College 101 Course Enrollment
All students First-Generation Continuing-Generation
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DISCUSSION: IMPLICATIONS
College 101 courses may not be helping
Exposing first-generation students to people who have attended college could increase their self-efficacy
First-generation students are still not receiving the help they need
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DISCUSSION: NEXT STEPS
Pre- and Post-testing for self-efficacy
Continued exploration of the college-navigation self-efficacy scale
Focus on academic capital and first-generation students
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THANK YOU FOR YOUR TIME!
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Presentation available:
p20motivationlab.org/research