An Interpretative Phenomenological Analysis of First-Generation College Students' Involvement Experiences during the COVID-19 Pandemic

Autor/in	Scanlon, Christopher J.
Titel	An Interpretative Phenomenological Analysis of First-Generation College Students' Involvement Experiences during the COVID-19 Pandemic
Quelle	(2023), (182 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Northeastern University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	979-8-3744-1422-6
Schlagwörter	Hochschulschrift; Dissertation; First Generation College Students; Student Experience; COVID-19; Pandemics; College Freshmen; Interpersonal Relationship; Interaction; Student Motivation; Student Participation; Student Attitudes; School Closing; Distance Education + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Studienerfahrung; Studienanfänger; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Interaktion; Schulische Motivation; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Schülerverhalten; School closings; Schule; Schließung; Schließung (von Schulen); Distance study; Distance learning; Fernunterricht
Abstract	The purpose of this interpretative phenomenological analysis was to understand how first-generation college students have experienced involvement in college during the pandemic at a New England University. Astin's (1999) theory of student involvement served as the theoretical framework for the study as it focuses on the interconnected relationship between students, the environment, and outputs. Three first-generation college students who were first-year students during the 2021 academic year were interviewed using a semi-structured interview. Findings from the data include: (1) COVID-19's broader impact on in-person interaction influenced how participants engaged with involvement experiences; (2) identifying intrinsic motivations for involvement increased participation; and (3) relationship development were key outcomes of participants' involvement experiences. This study illustrates how first-generation college students made sense of their involvement experiences during the COVID-19 era. Recommendations from this study include continued research on the effects of COVID-19 on first-generation student involvement, increasing opportunities for purposeful reflection on involvement motivation, research including how students re-engage socially after emergency remote education, and continued evaluation of public health interventions. [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).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01