Understanding the Self-Regulated Learning Characteristics of First-Generation College Students

• In Event: 69.033 - Student Learning and In-Class Experiences

Abstract

Higher education is widely acknowledged as a path to upward social mobility. Yet, for many first generation college students (FGCS), college success has not kept pace with college access (NCES, 2013). Because many students’ struggles can be traced to deficits in self-regulated learning (SRL) processes (e.g., Bembenutty, Cleary, & Kitsantas, 2013), the present study explores characteristics of FGCS in terms of the SRL components upon which many college student success courses (SSC) are designed. The authors analyzed data of 914 undergraduate students over six semesters (2012-2015). Results suggest the effects of (a) generational status and (b) college trajectory on FGCS SRL are complex. These findings have important implications for students, administrators, policymakers, and practitioners to improve FGCS outcomes and opportunities.

Authors

• Janeen Antonelli, University of Houston

• Sara Jolly Jones, University of Houston

• Andrea Backscheider Burridge, Houston Community College

• Jacqueline Hawkins, University of Houston