Poster #25 - Motivation and Belongingness in First-Generation College Students: A Meta-Analysis

• In Event: Poster Session 20

Abstract

First generation (FG) college students’ feelings of belongingness and intrinsic motivation are often reported to be lower than continuing generation (CG) students’ (Aspelmeier et al., 2012; Blackwell & Pinder, 2014; Garriott et al., 2015; Means & Pyne, 2017; Próspero et al., 2012, Próspero & Vohra-Gupta, 2007; Stebleton & Soria, 2012; Stebleton et al., 2014). However, some researchers have not found support for differences in reported belongingness and intrinsic motivation between FG and CG students (Thibodeaux & Samson, 2021; Williams & Ferrari, 2015), leaving the overall research body to be inconclusive. The current meta-analysis aimed to summarize the relation between FG status and levels of motivation and belongingness across the literature and identify potential moderators related to differences between reports. Specifically, it was hypothesized that an important moderator would be the proportion of students at the participating institutions who were first-generation. A comprehensive literature search for studies comparing FG vs. CG students’ feelings of motivation and/or belongingness identified a total of 236 potentially eligible sources, from which 38 effect sizes (28 sources) were deemed eligible and included in the data set. Of these, eight reported on general motivation, seven on intrinsic motivation, seven on extrinsic motivation, and sixteen on belongingness. However, only sixteen of these effect sizes (two general, three intrinsic, three extrinsic, and eight belongingness) provided enough information to calculate a Cohen’s d. Results were inconclusive. None of the weighted average effect sizes were significantly different from zero (intrinsic d ̅ = 0.08, 95% CI [-0.11, 0.27], extrinsic d ̅ = -0.03, 95% CI [-0.28, 0.22], belongingness d ̅ = -0.07, 95% CI [-0.19, 0.06], general motivation not calculated). Most planned moderator analyses were not possible due to low n; however, an exploratory test of whether the percent FG in the institution was related to belongingness effect sizes indicated a marginally significant effect in the hypothesized direction, i.e. higher percent FG was related to higher belongingness for FG as compared to CG students (b = 1.46, p < .08). In short, the current analyses did not find sufficient evidence to support widely held assumptions that FG students are at risk for lower motivation and belongingness. These results suggest that, especially given the consequences of assuming deficits, such as stereotype threat (Steele & Aronson, 1995) and self-fulfilling prophecy (Merton, 1948), policymakers should carefully consider the implications of expectations for first-generation college students and research should more thoroughly examine the intricacies of students’ feelings of belongingness and motivation. Some avenues to pursue include examining reporting standards in this literature, as well as strengths-based perspectives on academic motivation and belonging. These concerted efforts can hopefully reduce deficit thinking and support FG students to be more successful in the classroom and beyond.

Authors

• Jennifer E. Samson, Queens University of Charlotte
  Presenting Author

• Jordan Thibodeaux, University of Louisiana at Lafayette