Supporting the First Year: Changes in Predictors of Success for First-Year College Students

• In Event: Motivation and Cognition in Learning and Instruction

Abstract

Factors such as college self-efficacy and academic resilience may contribute to school belonging and academic performance, yet most research with college students does not account for change over time. This study utilized data from 212 first-year college students, examining differences between first- and continuing-generation students. A multigroup path model found that changes in self-efficacy from fall to spring semester had effects on both school belonging and GPA, showing some differences between first-generation and continuing-generation students. Overall, self-efficacy demonstrated a larger effect for first-generation students. Academic resilience did not have consistent effects on GPA from fall to spring in first-generation or continuing-generation students, but spring semester resilience demonstrated a positive effect on belonging for all students.

Authors

• Mary A Hershberger, The University of New Mexico

• Terri L. Flowerday, University of New Mexico

• Carolyn J. Hushman, University of New Mexico