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Abstract
The study reported in this article investigated motivation and integration dimensions that influence college academic achievement of first-generation students compared to nonfirst-generation students. Participants consisted of 277 ethnically diverse students who were attending a community college. Bivariate and multivariate statistical analyses revealed that motivation and integration dimensions contributed significantly to academic achievement for first-generation students, but not for nonfirst-generation students. Specifically, among first-generation students, academic integration contributed to higher grade point averages while extrinsic motivation and amotivation contributed significantly to lower grades. Implications of these finding and recommendations are discussed.
Notes
∗p < .05; ∗∗p < .01; ∗∗∗p < .001 (1-tailed).
∗p < .05; ∗∗p < .01; ∗∗∗p < .001 (1-tailed).
F(5,119) = 6.905; R = .474; R-squared = .225.
∗p < .05; ∗∗p < .01; ∗∗∗p < .001 (1-tailed).
F(5,51) = 1.285; R = .334; R-squared = .112.
∗p < .05; ∗∗p < .01; ∗∗∗p < .001 (1-tailed).