First-Generation Students' Self-Regulation in Online Learning: Parental Authority Styles and University Belongingness Effects (Poster 4): SIG-Technology, Instruction, Cognition & Learning, Stage 2, 4:59 PM

• In Event: e-Lightening Ed-Talk Session 4 - Stage 2

Abstract

This study investigates the impact of parental authority styles on self-regulation in the online learning environment among first-generation college students (FGS), who often face unique stressors at home under parental influence. Utilizing a sample of 250 FGS from a public university in North Texas, the research employs multiple regression analysis to examine how permissiveness, authoritarianism, and authoritativeness influence self-regulation in online study contexts. Additionally, the study explores how a sense of university belongingness may moderate these relationships. The research aims to identify significant interactions between parental authority styles and university belongingness, revealing how institutional support can enhance or hinder self-regulation in online education. The findings inform strategies to foster university belongingness, supporting FGS’ academic success and well-being in online learning.

Author

• Vicky Weiqing Ji, University of North Texas