Academic performance and adjustment of first-generation students to higher education: A systematic review

Figures & data

Table 1. Details of the articles included in the systematic review analysis

N	First author and year	Country	N	Methods	Independent Variables	Dependent variables
						A	P	L	E	H
1	Adams et al. (2016)*	EEUU	157	Anova, Manova, Regressions	FG status, Perceived stress; Financial strain
2	Afeli et al. (2018)*	EEUU	580	Anova, Manova, Regressions, Chi-square	FG status
3	Almeida et al. (2019)*	EEUU	156	logistic regression, hierarchical regressions	Grit; Informational support networks; Perception of social support
4	Antonelli et al. (2020)*	EEUU	914	Anova, Manova, Regressions	FG status
5	Aspelmeier et al. (2012)*	EEUU	322	Hierarchical Regressions	FG status; Locus of control; Self esteem.
6	Bettencourt et al. (2020)*	EEUU	9,270	Regressions	FG status; Parental STEM occupation; Advanced level courses; test scores, self-efficacy; Educational expectations; High school GPA; Institutional selectivity; Persistence within the first institution; Enrollment in remedial coursework.
7	Bruno et al. (2019)*	EEUU	230	Regressions	FG status; Performance avoidance goals; Feedback received.
8	Burger and Naude (2019)*	South Africa	224	Manova	FG status
9	Canning et al. (2019)*	EEUU	818	Multilevel regressions	FG status; Perceived class-competition
10	Culver et al. (2019)*	EEUU	1,426	OLS Regressions	Academic rigor.
11	Darnon et al. (2018)*	EEUU	100	Hierarchical Regressions	FG status, Achievement goals
12	Deutschlander (2019)†	EEUU	617	Randomized controlled trial, Logistic Regressions	Family communication of academic issues
13	Dika and D’Amico (2016)*	EEUU	1,277	Logistic Regressions	First semester GPA; Perceived math preparedness; type of STEM career; Perceived social and academic fit
14	Dong (2019)*	EEUU	7,611	Multivariate Regressions	FG status
15	Eveland (2019)*	EEUU	1,278	Anova, Manova	Academic support; Social support
16	Garriott et al. (2015)*	EEUU	414	Structural Equation Modeling	College self-efficacy, Perceived goal progress, outcome expectations, Environmental supports, Perceived importance of college, Motivation, Positive affect
17	Garriott et al. (2017)*	EEUU	610	Structural Equation Modeling	FG status, Environmental supports, Personal and Self Stigma, Attitudes towards seeking for help
18	Garriott and Nisle (2018)*	EEUU	688	Structural Equation Modeling	FG status; Coping Resources (institutional supports, family and peer support, reflective coping); Stress
19	Garza and Fullerton (2018)*	EEUU	560	Logistic Regresions	FG status, Distance from home; Institutional selectivity; Social integration
20	Grayson (2011)*	Canada	2,029	ANOVA	FG status; Class Experiences; Academic Involvement; Event Involvement; Paid employment working hours; New Friends
21	Harackiewicz et al. (2016)†	EEUU	1,040	Randomized controlled trial, Hierarchical Regressions	FG status; Attitudes about Biology; Biology background; Belonging uncertainty; Competence valuation; Desire to contribute to society; Self-Confidence; Perceived utility value; Motives for attending college; UV intervention; Prior GPA; High School Poverty rate
22	Herrmann and Varnum (2018)*	EEUU	Study 1: 2,116 Study 2: 362 Study 3: 132 Study 4: 249	ANOVA	Social Class Bicultural Identity Integration
23	Hodge et al. (2018)*	Australia	395	Hierarchical Regressions	FG status; Grit
24	House et al. (2020)*	EEUU	1,355	Hierarchical Regressions	FG status
25	Hunt et al. (2018)*	UK	132	Chi-square	FG status
26	Jury et al. (2015)*	France	91	Mediation Regressions	FG status; Selection of institution; Vigilance to Threat
27	Kilgo et al. (2018)*	EEUU	2,257	OLS Regressions	FG status
28	Marksteiner et al. (2019)†	Germany	86	Inferential analysis, ANOVA, MANCOVA	FG status; Sense of social belonging intervention
29	Padgett et al. (2012)*	EEUU	2,609	OLS Regressions	FG status; Good practices (Academic challenge and high expectations, diversity experiences, interactions with peers, high-quality interactions with faculty)
30	Parnes et al. (2020)†	EEUU	396	Cuasi-experiment, Chi-square	FG status, Helpseeking intervention
31	Phillips et al. (2020)*	EEUU	Study 1: 309 Study 2: 1,372	t-tests, ANOVA	FG status
32	Próspero et al. (2012)*	EEUU	315	Multivariate Regressions	FG status; Motivation
33	Reed et al. (2019)*	South Africa and Canada	844	OLS Regressions	FG status; Country
34	Rodríguez et al. (2018)*	EEUU	35	Multivariate Regression	FG status
35	Roksa et al. (2020)*	EEUU	261	Multivariate Regression	Parental validation
36	Roksa and Kinsley (2019)*	EEUU	728	Logistic Regression	FG status; Family support (emotional and financial)
37	Simmons et al. (2018)*	EEUU	156	MANOVA	FG status; Financial hardships experienced
38	Soria and Stebleton (2012)*	EEUU	1,864	Logistic Regression	FG status; Social Capital
39	Stephens et al. (2012)*	EEUU	Study 1A: 261 Study 1B: 119 Study 2: 1,528 Study 3: 88 Study 4: 147	MANOVA	FGS status; Institutional cultural match/mismatch with independent/interdependent norms
40	Stephens et al. (2014)†	EEUU	168	Randomized controlled trial	FG status; Difference education intervention
41	Thompson et al. (2014)*	EEUU	176	Correlations	FG status; Psychological distress; Classism experiences; Racism experiences; Perceived social status
42	Tibbetts et al. (2018)†	EEUU	438	Randomized controlled trial, Mediation analysis	FG status; Values affirmation intervention
43	Tibbetts et al. (2016)†	EEUU	Study 1: 749 Study 1B: 798 Study 2: 333 Study 3: 286	Logistic Regressions	FG status; Values affirmation intervention
44	Townsend et al. (2019)†	EEUU	133	Randomized field study, Differences in differences Regressions	FG status; Online difference-education intervention; Perceived social fit; Empowerment; Psychological toughness; Psychological thriving; Resilience; Psychological competence
45	Tucker et al. (2020)*	EEUU	904	Chi-Square, ANOVA	FG status; Peer support intervention
46	Veldman et al. (2019)*	Belgium	674	ANOVA, MANOVA, Chi-Square	FG status; Identity compatibility; Social concerns; Academic concerns
47	Wittner et al. (2019)*	Germany	246	Moderation and mediation analysis	FG status; Self-efficacy; Vocational confidence; Social network size; Social network strenght
48	Wright (2019)*	EEUU	5,643	Regressions	FG status; Perception of the campus supportive environment

Source. Self-Elaboration.

Note. Dependent Variables: “A” = Academic achievement, “P” = Persistence, “L” = Learning outcomes, “E” = Academic engagement, integration and adjustment, “H” = Educational goals y expectations. Gray = Article contains one or more dependent variables in this dimension; White = Article does not contain any dependent variable in this dimension.

*=descriptive, †=causal analysis.

Table 2. Classification of articles based on dependent and independent variables

	Category of Dependent Variable
Independent variables	Academic achievement	Persistence	Learning outcomes and skills	Ac. Engagement and integration	Educational and expectations
FG status	50% (24)	12.5% (6)	10.42% (5)	8.33% (4)	10.42% (5)
Institutional	22.92% (11)	8.33% (4)	4.17% (2)	0	4.17% (2)
Psychological	20.83% (10)	4.17% (2)	0	6.25% (3)	4.17% (2)
Social interactional	8.33% (4)	4.17% (2)	2% (1)	0	2% (1)
Family-related	4.17% (2)	4.17% (2)	0	0	4.17% (2)
Academic	2% (1)	2% (1)	2% (1)	0	0
Financial	4.17% (2)	2% (1)	0	2% (1)	0
Total	62.5% (30)	25% (12)	14.58% (7)	14.58% (7)	12.5% (6)

Note. Percentages out of 48 (total of articles focusing on academic adjustment)

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Data availability statement

The datasets generated during and/or analysed during the current study are available from the corresponding author on reasonable request.