Institutional Selectivity and Cognitive Outcomes: Differences for First-Generation Students

• In Event: Moscone Center North Roundtable Session 12
  In Roundtable Session: Innovative Investigations Into Student Outcomes

Abstract

This study examines the relationship between institutional selectivity and two cognitive outcomes of college: critical thinking and students’ desire to engage in cognitive activities. This study also investigates whether this relationship is moderated by a student’s first-generation student status. Overall, increased institutional selectivity was negatively associated with gains in students’ critical thinking skills but was not generally associated with students’ need for cognition at the end of four years of college. However, compared to continuing-generation students, first-generation students had significantly improved gains in critical thinking and need for cognition as institutional selectivity increased.

Authors

• Teniell L. Trolian, University at Albany, State University of New York

• Eugene T. Parker, The University of Kansas