How First-Generation College Students Adjust to College

被引：33
|
作者：
Gibbons, Melinda M. [1 ,2 ]
Rhinehart, Alessandra [3 ]
Hardin, Erin
机构：
[1] Univ Tennessee, Counselor Educ, Counselor Educ Program, Knoxville, TN USA
[2] Univ Tennessee, Dept Psychol, Knoxville, TN 37996 USA
[3] Northern Kentucky Univ, Counseling, Highland Hts, KY 41076 USA
来源：
JOURNAL OF COLLEGE STUDENT RETENTION-RESEARCH THEORY & PRACTICE | 2019年 / 20卷 / 04期
关键词：
first-generation college students; social cognitive career theory; college adjustment; focus groups; SOCIAL COGNITIVE PREDICTORS; ACADEMIC-PERFORMANCE; CONTEXTUAL SUPPORTS; CHOICE; CAREER; PERSISTENCE; EDUCATION; BARRIERS; SUCCESS; GENDER;
D O I：
10.1177/1521025116682035
中图分类号：
G40 [教育学];
学科分类号：
040101 ; 120403 ;
摘要：
This study explored the perceived barriers and supports related to college adjustment for first-generation college students at a large public university in the southeastern United States. Using social cognitive career theory as a framework, 15 college students participated in focus groups to discuss their adjustment to college and what they believed would have helped them better prepare for college. A qualitative analysis of themes resulted in identification of various barriers and supports, provided a multifaceted understanding of college adjustment, and highlighted the importance of preparing for college. Implications for career and school counselors are provided.
引用
收藏
页码：488 / 510
页数：23
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