The Impact Of Academic Self-Efficacy And Socio-Demographic Factors On Academic Achievement Of First-Generation Community College Students

ASU Author/Contributor (non-ASU co-authors, if there are any, appear on document)
Mark Eric Barber (Creator)
Institution
Appalachian State University (ASU )
Web Site: https://library.appstate.edu/
Advisor
George Olson

Abstract: Despite a growing body of research on the differences between first-generation and non-first-generation college students, little is known about the relative effect and the impact of academic self-efficacy and socio-demographic factors on academic achievement of first-generation students attending community colleges. Much of the available literature on first-generation students, defined as neither of the student's parents had college experience, focuses on four-year colleges and universities, and therefore cannot be generalized to smaller, two-year colleges. In fact, first-generation college students accepted at four-year colleges and universities probably resemble traditional students in the sense that the students participated in a rigorous high school curriculum, had high grade point averages (GPA) and admission test scores, enrolled immediately after high school, attended full-time, and lived on-campus.

Additional Information

Publication
Dissertation
Barber, M. (2009). The Impact Of Academic Self-Efficacy And Socio-Demographic Factors On Academic Achievement Of First-Generation Community College Students. Unpublished Doctoral Dissertation. Appalachian State University, Boone, NC.
Language: English
Date: 2009
Keywords
college students, Community College, Academic achievement, first-generation college students

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