Fill Out This Research Matrix Document
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Fill out this provided Research Matrix [DOCX] with research concepts that can be found and connected to these five articles related to the topic of first-generation college students and resilience at a four-year university. The first article has been completed for you as an example. Garriott, P. O., Hudyma, A., Keene, C., & Santiago, D. (2015). Social cognitive predictors of first and non-first-generation college students’ academic and life satisfaction. Journal of Counseling Psychology, 62(2), 253–263. Johnson, S. R., & Stage, F. K. (2018). Academic engagement and student success: Do high-impact practices mean higher graduation rates? Journal of Higher Education, 89(5). Olive, T. (2014). Desire for higher education in first-generation Hispanic college students enrolled in a graduate counseling program. Journal of Phenomenological Psychology, 45(1), 72–91. Schelbe, L., Swanbrow Becker, M., Spinelli, C., & McCray, D. (2019). First generation college students perceptions of an academic retention program. Journal of the Scholarship of Teaching and Learning, 19(5), 61–76. Smith, K. J., Emerson, D. J., Haight, T. D., Mauldin, S., & Wood, B. G. (2019). An examination of the psychometric properties of the Connor-Davidson resilience scale - 10 (CD-RISC10) among accounting and business students. Journal of Accounting Education, 47, 48–62.
Paper For Above instruction
The landscape of higher education presents unique challenges and opportunities for first-generation college students, who often encounter barriers related to social, academic, and psychological resilience. To deepen our understanding of these students' experiences and success factors, it is essential to synthesize existing research findings and identify avenues for future inquiry. This paper constructs a research matrix incorporating five seminal articles that explore various dimensions of resilience and academic engagement among first-generation students at four-year universities.
Research Matrix
| Article | Main Concepts | Research Methods | Findings & Implications | Gaps & Future Research |
|---|---|---|---|---|
| Garriott et al. (2015) | Social cognitive factors, academic satisfaction, life satisfaction | Quantitative, surveys assessing self-efficacy, outcome expectations | Higher self-efficacy predicts greater academic and life satisfaction among first-generation students | Need to explore how social support influences these psychological factors |
| Johnson & Stage (2018) | High-impact practices, academic engagement, graduation rates | Analysis of institutional data, correlational studies | Engagement in high-impact practices correlates with higher graduation rates | Longitudinal studies on the sustainability of engagement effects are lacking |
| Olive (2014) | Desire for higher education, Hispanic first-generation students, counseling enrollment | Phenomenological qualitative interviews | Strong desire for education motivates persistence despite obstacles | Research on the role of community and familial support systems is limited |
| Schelbe et al. (2019) | Perceptions of retention programs, student engagement, perceptions of support | Qualitative interviews and surveys | Positive perceptions of retention programs enhance students’ motivation and engagement | More research needed on the long-term impact of these programs on resilience |
| Smith et al. (2019) | Resilience measurement, psychometric validation, Connor-Davidson resilience scale | Psychometric analysis, scale validation with student samples | The CD-RISC10 is a reliable measure among accounting and business students | Application of resilience scales specifically tailored for first-generation students warrants further study |
Conclusion
The assembled research matrix highlights significant themes such as psychological resilience, academic engagement, perceived support, and cultural factors influencing first-generation students. The integration of quantitative and qualitative methods enriches our understanding, yet gaps remain, especially regarding longitudinal impacts and cultural context. Future research should focus on longitudinal designs, culturally sensitive interventions, and the influence of familial and community support systems on resilience. By expanding on these areas, higher education institutions can better tailor programs that foster resilience and improve retention rates among first-generation college students, ultimately promoting greater equity and success in higher education systems.
References
- Garriott, P. O., Hudyma, A., Keene, C., & Santiago, D. (2015). Social cognitive predictors of first and non-first-generation college students’ academic and life satisfaction. Journal of Counseling Psychology, 62(2), 253–263.
- Johnson, S. R., & Stage, F. K. (2018). Academic engagement and student success: Do high-impact practices mean higher graduation rates? Journal of Higher Education, 89(5).
- Olive, T. (2014). Desire for higher education in first-generation Hispanic college students enrolled in a graduate counseling program. Journal of Phenomenological Psychology, 45(1), 72–91.
- Schelbe, L., Swanbrow Becker, M., Spinelli, C., & McCray, D. (2019). First generation college students perceptions of an academic retention program. Journal of the Scholarship of Teaching and Learning, 19(5), 61–76.
- Smith, K. J., Emerson, D. J., Haight, T. D., Mauldin, S., & Wood, B. G. (2019). An examination of the psychometric properties of the Connor-Davidson resilience scale - 10 (CD-RISC10) among accounting and business students. Journal of Accounting Education, 47, 48–62.
- Additional references to be incorporated as needed for further research