The Role of Institutional and Goal Commitment in College Students’ Academic Achievement and School Connectedness

• In Event: Poster Session 8
  In Poster Session: The Role of Institutional and Goal Commitment in College Students’ Academic Achievement and School Connectedness

Abstract

This study examined college students’ level of institutional and goal commitment; the relation between institutional and goal commitment with GPA and school connectedness; and differences between first-generation and non-first-generation college students in the effects of institutional and goal commitment with GPA and school connectedness. Results showed that first-generation students reported lower GPAs than non-first-generation students; however, these groups did not differ in school connectedness and institutional and goal commitment. Institutional and goal commitment had a positive effect on GPA and school connectedness, and this effect functioned differently for first-generation and non-first-generation students. Findings suggest that, when compared to non-first-generation students, first-generation students may have unique vulnerabilities in college despite reporting similar levels of commitment to school and to their goals.

Authors

• Julienne Alipio Palbusa, University of California - Riverside

• Sindi Valeria Concebida, University of California - Riverside

• Lizette Llamas, University of California - Riverside

• Mary Theresa Gauvain, University of California - Riverside