Self-Regulated Learning Characteristics of First Generation College Students

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dc.contributor.advisorHawkins, Jacqueline
dc.contributor.advisorBurridge, Andrea Backscheider
dc.contributor.committeeMemberReyes, Augustina H.
dc.contributor.committeeMemberJones, Sara J.
dc.creatorAntonelli, Janeen R. S.
dc.creator.orcid0000-0002-2013-0385
dc.date.accessioned2019-09-18T19:29:55Z
dc.date.available2019-09-18T19:29:55Z
dc.date.createdDecember 2016
dc.date.issued2016-12
dc.date.submittedDecember 2016
dc.date.updated2019-09-18T19:29:55Z
dc.description.abstractThe purpose of this study was to explore the characteristics of first generation (FG) college students in terms of the SRL components upon which many college student success courses (SSC) are designed. Using an ex post facto research design, the author analyzed the archival records of 914 full-time degree-seeking undergraduate students who had self-enrolled in a required SSC at a large, demographically diverse university over six consecutive semesters (Fall 2012 - Spring 2015). Defined as a student for whom neither parent had any type or quantity of education beyond high school, FG college students (n = 288) comprised 31.5% of the total data sample. The web-based Learning and Study Strategies Inventory (LASSI) 2nd edition was used to measure students’ SRL characteristics by generational status at course entry. Analyses were conducted in two phases. First, descriptive statistical analyses of the archived LASSI data revealed that FG college students did not score universally higher or lower than non-FG college students. Moreover, both FG and non-FG undergraduate students scored lower than 50% of the national norming sample on most scales, suggesting several productive areas for intervention. Second, findings from ten independent samples t tests revealed that FG students were significantly more interested in and had better attitudes toward achieving academic success than non-FG students, though both groups scored at a level indicating an area of relative weakness. No other statistically significant differences were found. Results suggest that college students’ FG status and its relationship to SRL are complex. These findings have important implications for students, administrators, policymakers, and practitioners. Strengths and limitations of the study are discussed and a professional development action plan is advanced for the purpose of improving postsecondary outcomes and opportunities for all students.
dc.description.departmentEducational Leadership and Policy Studies, Department of
dc.format.digitalOriginborn digital
dc.format.mimetypeapplication/pdf
dc.identifier.urihttps://hdl.handle.net/10657/4856
dc.language.isoeng
dc.rightsThe author of this work is the copyright owner. UH Libraries and the Texas Digital Library have their permission to store and provide access to this work. Further transmission, reproduction, or presentation of this work is prohibited except with permission of the author(s).
dc.subjectSelf-regulated learning
dc.subjectFirst generation college students
dc.subjectGenerational status
dc.subjectLASSI
dc.subjectStudent success
dc.subjectProfessional development
dc.titleSelf-Regulated Learning Characteristics of First Generation College Students
dc.type.dcmiText
dc.type.genreThesis
thesis.degree.collegeCollege of Education
thesis.degree.departmentEducational Leadership and Policy Studies, Department of
thesis.degree.disciplineSpecial Populations
thesis.degree.grantorUniversity of Houston
thesis.degree.levelDoctoral
thesis.degree.nameDoctor of Education

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