Profiles of First-Generation Students’ Self-Regulated Learning Beliefs and Effects on Postsecondary Persistence and Degree Attainment (Poster 32)

• In Event: Sunday Poster Session 3:05 pm
  In Poster Session: Studying and Self-Regulated Learning SIG Poster Session

Abstract

This study examined the longer-term effects of first-generation students’ experiences with deeper learning – implemented across secondary education – on their self-regulated learning beliefs and persistence and degree attainment at four-year institutions. First-generation students (N=398) who attended/did not attend deeper learning schools were closely matched on demographic and academic characteristics and completed measures of achievement (Grade 8) and self-regulated learning beliefs (Grades 11/12). Latent profile analysis indicated a multifaceted, six-profile solution representing students’ regulatory beliefs. Deeper learning predicted moderate-high regulatory beliefs and postsecondary enrollment. Profiles representing higher regulatory beliefs positively predicted persistence and degree attainment at five or six year intervals. Findings characterize the complex identities of first-generation students and the role of deeper learning in positively shaping first-generation students’ postsecondary trajectories.

Authors

• D. Jake Follmer, West Virginia University

• Megan Hut, West Virginia University

• Robin Spitznogle, West Virginia University

• Carlton J. Fong, Texas State University