First-Generation Student Pathways to Persistence and Degree Attainment: The Roles of Deeper Learning and Self-Regulated Learning Beliefs (Poster 32)

• In Event: Excellence in Education Research: Early Career Scholars and Their Work

Abstract

Researchers and practitioners have increasingly turned to pedagogical approaches that foster learners’ academic mindsets and self-regulated learning beliefs. Active and problem-based instructional approaches may be beneficial for students who are commonly underrepresented in postsecondary settings. Grounded in these broader pedagogical frameworks, approaches to fostering deeper learning in secondary education are increasing in popularity, yet little is known about the long-term effects of deeper learning attendance for underrepresented learners. This study examined the long-term associations among attendance at a deeper learning secondary school, self-regulated learning beliefs, content knowledge, and four-year postsecondary persistence and degree attainment. Based on sample of students (N=534) matched on demographic and academic characteristics, we also tested whether these associations varied for first-generation students. Results provided evidence of positive pathways to persistence and degree attainment primarily through self-efficacy and content knowledge for the matched sample, and revealed specific, facilitative effects for first-generation students. Specifically, first-generation students attending a deeper learning school performed better on a measure of reading knowledge, and this effect was associated with higher persistence and degree attainment compared with first-generation students who did not attend a deeper learning school. Findings indicate specific mechanisms by which deeper learning strategies may promote positive secondary and postsecondary outcomes for first-generation students and highlight areas for further study.

Author

• D. Jake Follmer, West Virginia University