SELF-PERCEPTION OF ACADEMIC SUCCESS IN FIRST-GENERATION AND CONTINUING-GENERATION COLLEGE STUDENTS

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.