SELF-PERCEPTION OF ACADEMIC SUCCESS IN FIRST-GENERATION AND CONTINUING-GENERATION COLLEGE STUDENTS
SELF-PERCEPTION OF ACADEMIC SUCCESS IN FIRST-GENERATION AND CONTINUING-GENERATION COLLEGE STUDENTS
dc.contributor.advisor | Rust, James | |
dc.contributor.author | Stroupe, Audrey | |
dc.contributor.committeemember | Wallace, Monica | |
dc.contributor.committeemember | Brinthaupt, Thomas | |
dc.date.accessioned | 2021-04-16T01:03:24Z | |
dc.date.available | 2021-04-16T01:03:24Z | |
dc.date.issued | 2021 | |
dc.date.updated | 2021-04-16T01:03:26Z | |
dc.description.abstract | The purpose of this study was to examine if first-generation students differ from continuing-generation students at Middle Tennessee State University (MTSU) in their self-perception of college adjustment. I investigated possible differences between first-generation and continuing-generation students using measures of academic self-confidence, ratings of professors’ perceived levels of support, and interactions with peers outside of class. All of these perceptions were hypothesized to be predictive factors of student motivation and self-rated academic success. Participants included 94 first-generation and 116 continuing-generation college students at MTSU who were enrolled in the general psychology class. Results showed a positive relationship between academic engagement and academic success, regardless of generation status. Interestingly, measures of family support were unrelated to self-ratings of academic success. | |
dc.description.degree | M.A. | |
dc.identifier.uri | https://jewlscholar.mtsu.edu/handle/mtsu/6402 | |
dc.language.rfc3066 | en | |
dc.publisher | Middle Tennessee State University | |
dc.source.uri | http://dissertations.umi.com/mtsu:11392 | |
dc.subject | Psychology | |
dc.thesis.degreelevel | masters | |
dc.title | SELF-PERCEPTION OF ACADEMIC SUCCESS IN FIRST-GENERATION AND CONTINUING-GENERATION COLLEGE STUDENTS |
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