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

页码：488 / 510

页数：23

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