Self-efficacy and academic success among diverse first-generation college students: The mediating role of self-regulation

This study examines whether self-efficacy predicted academic success (via self-regulation) for first-generation and continuing-generation college students (Model 1) and among various racial/ethnic groups (Model 2). The 3,316 ethnically diverse incoming freshmen from a large, urban, public university...

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Bibliographic Details
Published in:Social psychology of education 2022-10, Vol.25 (5), p.1071-1092
Main Authors: Koh, Jinyoung, Farruggia, Susan P., Back, Lindsey T., Han, Cheon-woo
Format: Article
Language:English
Subjects:
Academic achievement
Academic Persistence
College Freshmen
College students
Education
Educational psychology
Emotional Response
Ethnicity
First Generation College Students
First generation students
Generational Differences
Grade Point Average
Laws, regulations and rules
Personality and Social Psychology
Public Colleges
Racial Differences
Self Efficacy
Self Management
Self regulation
Sociology of Education
Student Behavior
Students
Success
Surveys
Urban Schools
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Summary:This study examines whether self-efficacy predicted academic success (via self-regulation) for first-generation and continuing-generation college students (Model 1) and among various racial/ethnic groups (Model 2). The 3,316 ethnically diverse incoming freshmen from a large, urban, public university (53% first-generation) participated in this study (43% Latinx, 24% Asian American, 23% White, and 10% Black). Participants’ ages ranged from 16 to 23 ( M =  17.97, SD =  0.41). Prior to matriculation, participants completed the online institutional survey, including items exploring self-efficacy and self-regulation. This study distinguishes between emotional and behavioral aspects of self-regulation. To assess academic success outcomes, first-semester grade point averages and first-to-second year retention rates were collected from institutional data. Significant direct and indirect paths varied by generational status as well as race/ethnicity. Two types of self-regulation—emotional and behavioral regulation—had divergent effects. Increased behavioral regulation but decreased emotional regulation enhanced academic success. Findings highlight that differentiated interventions should be provided to meet diverse needs.
ISSN:1381-2890
1573-1928
DOI:10.1007/s11218-022-09713-7