Graduate Program

Clinical Psychology

Degree Name

Master of Arts (MA)

Semester of Degree Completion

2013

Thesis Director

William Addison

Thesis Committee Member

Wesley D. Allan

Thesis Committee Member

Russell E. Gruber

Abstract

Researchers have investigated the factors related to academic success among first-generation college students (FGS), students the U.S. Government's Educational Opportunities Program defines as those with neither parent having completed a 4-year college degree by the time the student has entered college (National Center for Educational Statistics, 2005). Recent explanations of FGS' academic performance point to the complex relationships among the unique attributes that FGS bring to college, the characteristics of the academic institutions in which they are enrolled, and the use of self-regulated learning (SRL) practices in college students.

The current study explored the relationship between the institution type and the self-regulated learning practices of FGS. Specifically, the study found that overall, students from a private liberal arts college scored significantly higher than students from a public Master's university on three Motivated Strategies for Learning Questionnaire (MSLQ) subscales. FGS also scored significantly higher than continuing-generation students (COS) on the MSLQ critical thinking subscale regardless of the institution type. Additionally, FGS also reported lower college GPA scores and ACT scores across both institutions. The findings help to identify possible ways to improve FGS' chances of academic success in college.

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