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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