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Retention Of First-Generation College Students At A Four-Year Regional Public Institution, Matthew Andrew Schumacher
Retention Of First-Generation College Students At A Four-Year Regional Public Institution, Matthew Andrew Schumacher
Theses and Dissertations--Educational Policy Studies and Evaluation
Every year a significant number of college students stop out of college and fail to persist and complete their degree. First-generation college students are more likely to exit college without a degree than continuing-generation students. The purpose of this quantitative, archival, nonexperimental study was to explore how first-generation college student demographic, academic background, college academic, and student engagement factors were related to and predict first-year to second-year retention at a mid-sized, public regional university. The factors explored were gender, age, race/ethnicity, income status, high school GPA, ACT, cumulative GPA, first term attempted hours, housing, participation in a Living Learning Community, …
Applying The Rasch Model To Measure And Compare First- Generation And Continuing-Generation College Students’ Academic Self-Efficacy, Nichole Marie Knutson
Applying The Rasch Model To Measure And Compare First- Generation And Continuing-Generation College Students’ Academic Self-Efficacy, Nichole Marie Knutson
Theses and Dissertations--Educational Policy Studies and Evaluation
Students who are the first in their families to attend college are less likely to earn a college degree as compared to their continuing-generation peers. In efforts to increase college graduation rates for first-generation college students, support programs designed to assist first-generation college students are increasing in numbers. These first- generation programs are relying on existing research to build effective curriculums. Even though an extensive body of literature exists in the fields of self-efficacy and first- generation college students, research investigating the self-efficacy of first-generation college students are extremely limited. The research is further limited when examining academic self-efficacy and …