Belonging Uncertainty Undermines Students' Math Motivation and Achievement: Differential Pathways for First-Generation and Continuing-Generation Students

• In Event: AERA Poster Session 3
  In Poster Session: Examining Motivation and Cognition in Context (San Diego)

Abstract

Compared to continuing-generation students, first-generation students face additional structural barriers to their belonging in selective intuitions (e.g., research universities). We examined first-generation (N = 601) and continuing-generation (N = 832) students’ perceptions of belonging uncertainty, motivation, and achievement at three research universities. A multi-group path analysis suggested that belonging uncertainty was negatively related to success expectancies and positively related to costs (perceived drawbacks) in math for both first-generation and continuing-generation students. Importantly, expectancies and costs mediated the relations of belonging uncertainty with achievement for first-generation students but not for continuing-generation students. These findings shed light on the mechanisms through which belonging uncertainty impacts students’ achievement and has implications for narrowing equity gaps between first-generation and continuing-generation students in selective institutions.

Authors

• Delaram A. Totonchi, University of Virginia

• Michelle Francis, University of Virginia

• Garam A. Lee, Michigan State University

• Christopher Leland Williams, University of Virginia

• Jamie DeCoster, University of Virginia

• Chris S. Hulleman, University of Virginia

• Yoi Tibbetts, University of Virginia