Examining the differences in perceived stress, academic success, and potential protective factors between first-generation college students and continuing-generation college students

Abstract

This study examines the differences in perceived stress, academic stress, academic success, grit, and resilience between first-generation college students and continuing- generation college students. Participants were 247 undergraduate students enrolled in the general psychology course at Middle Tennessee State University who completed a series of self-report questionnaires regarding stress, academic success, grit, and resilience. I hypothesized that first-generation college students would have higher levels of perceived stress, academic stress, grit, and resilience than continuing-generation college students and that continuing-generation college students would have higher levels of self- described academic success than first-generation college students. My findings supported the hypothesis that first-generation college students would have higher levels of resilience than continuing-generation college students, but no other differences were seen in regard to my hypotheses. I conclude that while there were some subtle internal differences between these two groups of students, future research should take into account global external factors such as poverty and parental support when looking at these students.