Literaturnachweis - Detailanzeige
| Autor/in | Starrett, Angela |
|---|---|
| Titel | Integrating Self-Determination and Expectancy-Value Theories in Examining the Achievement of First-Generation College Students: A Latent Profile Analysis Examining Relations between Perceived Choice, School Valuing, and Perceived Competence and Academic Achievement |
| Quelle | (2018), (129 Seiten)
PDF als Volltext Ph.D. Dissertation, University of South Carolina |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| ISBN | 978-0-4381-1335-0 |
| Schlagwörter | Hochschulschrift; Dissertation; Self Determination; Expectation; Academic Achievement; First Generation College Students; Statistical Analysis; Correlation; Academic Persistence; At Risk Students; Theories |
| Abstract | First-generation students, who represent more than 40% of entering college freshmen, have lower academic achievement and struggle to persist compared to their continuing-generation peers. Although previous studies have repeatedly shown a deficit model for first-generation students, there is still a lack of clear understanding about the heterogeneity that exists among these college students. While some do struggle to persist, others show marked resilience. Thus, drawing on Self-Determination Theory and Expectancy-Value Theory, this short-term longitudinal study examined whether perceived competence, perceived choice, and positive school value could moderate the risk of being a first-generation college student. A latent profile analysis on the motivational constructs revealed a three-class solution with one high competence class and two low competence and value classes. In one low competence and value class, odds are twice as likely that a student will be first-generation. When considering if the latent profiles moderate the risk of being first-generation, no significant relationship with generation status was found when controlling for high school GPA, race/ethnicity, and socioeconomic hardship. While exploring the relationship of race on academic achievement, the high competence motivational profile significantly moderates the risk. Thus, this dissertation study specifically illustrates the resilience that can protect college students at risk of low academic achievement. The significance, limitations, and implications of this study for future research and practice on how at-risk college students can beat the odds on academic achievement are discussed. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided). |
| Anmerkungen | ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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