First-Generation and Non-First-Generation Students

Abstract

Student success is a vital construct within academia, and, as such, considerable explorations have attempted to identify contributing factors. However, these studies typically focused on only one or two aspects of academic achievement (i.e., motivation, study skills, or self-efficacy). In the present study, we used five separate instruments to identify a set of factors that predict academic success for both first-generation and non-first-generation students, measured by grade point average (GPA). For all students, multiple regression analyses revealed that amotivation, introjected extrinsic motivation, external regulation extrinsic motivation, study skills, identified extrinsic motivation, support from a significant other, and autonomy were significant predictors of GPA. In comparison, multiple regression analyses revealed that first-generation students’ GPA was primarily predicted by only amotivation, social support from friends, intrinsic motivation toward accomplishment, and support from a significant other. Our results support the importance of fostering intrinsic motivation for academic success in both groups of students, highlight the critical role of social support for this outcome, and provide evidence that first-generation students’ motivation may differ from that of their peers.