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dc.contributor.advisorYu, Shirley
dc.creatorPerry, Andrew
dc.date.accessioned2019-04-10T02:13:23Z
dc.date.available2019-04-10T02:13:23Z
dc.date.issued2019-03
dc.identifier.urihttp://hdl.handle.net/1811/87379
dc.descriptionPoster Division: Social Sciences: 3rd Place (The Ohio State University Edward F. Hayes Graduate Research Forum)en_US
dc.description.abstractGuided by achievement goal theory, this study attempted to explain the motivational underpinnings of the generational status achievement gap in higher education. It did so by examining the achievement goal adoption and generational status of incoming freshmen and transfer students and how these relate to their first-semester GPAs (N = 351). A potential interaction effect between mastery-approach goals and generational status was also assessed. Results from a hierarchical multiple regression indicated that while there was a generational status achievement gap present in the sample, achievement goal adoption did not explain much of it. Implications of these unexpected findings are discussed.en_US
dc.language.isoen_USen_US
dc.relation.ispartofseries2019 Edward F. Hayes Graduate Research Forum. 33rden_US
dc.subjectFirst-Generation College Studentsen_US
dc.subjectAchievement Goal Theoryen_US
dc.subjectAcademic Motivationen_US
dc.subjectEducational Psychologyen_US
dc.titleThe Interactive Impact of Generational Status and Achievement Goal Adoption on Academic Achievementen_US
dc.typeArticleen_US
dc.description.embargoNo embargoen_US


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