Research on the influence of family capital on academic achievement of first-generation college students in China
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ABSTRACT:
SUBMITTER: Zhao Y
PROVIDER: S-EPMC10484505 | biostudies-literature | 2023 Jan
REPOSITORIES: biostudies-literature
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Project description:First-generation (FG) college students (i.e., those for whom neither parent/guardian obtained a bachelor's degree) experience more barriers in college, compared with continuing-generation students. These barriers are compounded by subtle messages from instructors that convey the idea that natural talent is necessary for success in scientific fields. In contrast, growth mindset messages communicate that ability can improve with effort, help-seeking, and using productive study strategies. In a large enrollment introductory biology course, students were randomly assigned to receive email messages from their instructor after the first two exams containing either a growth mindset or control message. The intervention improved grades in the course for everyone, on average, compared with control messages, and were especially beneficial for FG students. This increase in performance was partially mediated by increased activity accessing course materials on the course website. This study provides preliminary evidence that instructors communicating growth mindset messages can support FG students' performance.
| S-EPMC11235104 | biostudies-literature
Project description:The impact of diet on academic achievement is a growing area of research. The aim of this systematic review was to evaluate the current evidence examining dietary intake and academic achievement in college/university students. Eight electronic databases were searched for studies published in English to January 2016. To be included, studies must have been conducted in higher education (i.e., college, university) students, reported measures of dietary intake and academic achievement, and reported the association between these. Data were extracted using a standardised tool, and studies were assessed for methodological quality. Seven studies were included, with four rated as positive quality, and the remaining three rated as neutral. Most studies were cross-sectional (n = 4), and conducted in America (n = 5). The most common dietary outcomes were fruit and vegetable (n = 3), and breakfast consumption (n = 3). Standardised grade point average (GPA) was the most common measure of academic achievement (n = 4). Five studies reported small to moderate significant positive associations between diet and academic achievement, including for breakfast, regular meal consumption, and meeting national recommendations for fruit intake. This review examines the current evidence regarding diet and academic achievement in college/university students. The results demonstrate that few studies exist in this population group. Future studies should consider the use of validated dietary assessment methods, comprehensive measures of overall diet, and use standardised assessment and reporting of academic outcomes.
| S-EPMC5746694 | biostudies-literature
Project description:Abstract Substantial gender equity gaps in postsecondary degree completion persist within many science, technology, engineering, and mathematics (STEM) disciplines, and these disparities have not narrowed during the 21st century. Various explanations of this phenomenon have been offered; one possibility that has received limited attention is that the sparse representation of women itself has adverse effects on the academic achievement—and ultimately the persistence and graduation—of women who take STEM courses. This study explored the relationship between two forms of gender representation (i.e., the proportion of female students within a course and the presence of a female instructor) and grades within a sample of 11,958 STEM‐interested undergraduates enrolled in 8686 different STEM courses at 20 colleges and universities. Female student representation within a course predicted greater academic achievement in STEM for all students, and these findings were generally stronger among female students than male students. Female students also consistently benefitted more than male students from having a female STEM instructor. These findings were largely similar across a range of student and course characteristics and were robust to different analytic approaches; a notable exception was that female student representation had particularly favorable outcomes for female students (relative to male students) within mathematics/statistics and computer science courses.
| S-EPMC9790698 | biostudies-literature
Project description:Study objectiveWe investigated sleep disparities and academic achievement in college.MethodsParticipants were 6,002 first-year college students attending a midsize private university in the southern United States [62.0% female, 18.8% first-generation, 37.4% Black, Indigenous, or People of Color (BIPOC) students]. During the first 3-5 weeks of college, students reported their typical weekday sleep duration, which we classified as short sleep (<7 hours), normal sleep (7-9 hours), or long sleep (>9 hours).ResultsThe odds for short sleep were significantly greater in BIPOC students (95% CI: 1.34-1.66) and female students (95% CI: 1.09-1.35), and the odds for long sleep were greater in BIPOC students (95% CI: 1.38-3.08) and first-generation students (95% CI: 1.04-2.53). In adjusted models, financial burden, employment, stress, STEM academic major, student athlete status, and younger age explained unique variance in sleep duration, fully mediating disparities for females and first-generation students (but only partially mediating disparities for BIPOC students). Short and long sleep predicted worse GPA across students' first year in college, even after controlling for high school academic index, demographics, and psychosocial variables.ConclusionsHigher education should address sleep health early in college to help remove barriers to success and reduce disparities.
| S-EPMC10104382 | biostudies-literature
Project description:BackgroundFirst-generation college students ("first-gens") are often at a disadvantage socially and academically; whether they are at risk physiologically is unknown despite the well-established link between greater education and better long-term health.PurposeTo examine whether first-gens have higher levels of cardiovascular disease (CVD) risk markers relative to continuing-generation college students ("continuing-gens").MethodsA panel of CVD risk markers was assessed among 87 emerging adults (41 first-gens) twice over their first year of college.ResultsCompared to continuing-gens, first-gens had greater systemic inflammation (composite of averaged z-scores for C-reactive protein and interleukin-6; B = 0.515, SE = 0.171, p = .003) during the fall but not spring semester (p > .05). Associations were independent of family home ownership and childhood adversity, even though first-gens were more likely to live in rental homes and reported riskier home environments. Lower childhood subjective social status (SSS) accounted for greater systemic inflammation among first-gens as evidenced by an indirect effect of college generation status on systemic inflammation through childhood SSS (a1b1 = 0.261, bootstrapped SE = 0.103, 95% boot CI [0.078, 0.482]). There were no differences in metabolic risk and latent virus regulation by college generation status in either semester (p > .10).ConclusionsThis is the first study to find that first-gens have higher levels of systemic inflammation than continuing-gens following the college transition and that childhood SSS may be one explanatory pathway. First-gens may benefit from university resources that address social class differences, which should be provided early on so that first-gens can reap the health-relevant benefits of higher education, at least in the short term.
| S-EPMC9773364 | biostudies-literature
Project description:The present study aimed to investigate the role of different types of capital, including economic, social, and cultural, as well as emo-sensory intelligence (ESI) in the academic achievement of students in the two contexts of Afghanistan and Iran. For this purpose, 317 students from both countries participated in the study. They were asked to fill out the Social and Cultural Capital Questionnaire (SCCQ) and the Emo-sensory Intelligence Questionnaire (ESI-Q). Their grade point average (GPA) was taken as the indicator of their academic achievement. The findings revealed that students’ level of cultural capital and emo-sensory quotient (ESQ) had a significantly positive role in their academic achievement (p < 0.05). Moreover, significant differences were found between the two contexts in terms of the level of capital, with Afghan students having significantly more cultural capital, and Iranian students having significantly higher economic capital (p < 0.05). Iranian students were also found to have a significantly higher level of ESQ compared to Afghan students (p < 0.05). Finally, the results were discussed, and implications and suggestions for further research were provided.
| S-EPMC9968934 | biostudies-literature
Project description:This study explores the contribution of various drivers of attainment in secondary education in Portugal. We propose a model explaining the influence of students, teachers, and parents' traits on high school achievement, measured by the self-reported Math and Portuguese final grades of 220 students. Using PLS-SEM, we show that previous achievement predicts current achievement in both subjects; however, noteworthy differences were found. Portuguese grades are significantly better for students whose parents have post-secondary education and communicate higher expectations about their offspring's school careers. At the same time, Math achievement is influenced by students' perception of teachers' involvement but not by parents' expectations or education. Previous retention and receiving educational allowance impair Math achievement, but not Portuguese. Results and implications are discussed.
| S-EPMC9950838 | biostudies-literature
Project description:We qualitatively investigated ways in which undergraduates unpacked their perceptions of STEM careers after attending a seminar series that introduced them to diverse scientists. Using Social Cognitive Career Theory (SCCT) as a guiding framework, we explored how culturally-specific realities impacted students' career choices. Our findings suggest that familial ties and cultural expectations played key roles in determining how students navigated career choice. Our results have implications for how institutions navigate career pursuit discussions with students.
| S-EPMC6853776 | biostudies-literature
Project description:The current study aimed to analyze the relationships between students' background variables (students' academic preparation and sociocultural status), students' cognitive and behavioral engagement, and an outcome variable (academic achievement). One sample of 380 first-year students who were studying in different scientific areas participated in the study. Students answered a questionnaire at the beginning and at the end of their first semester in college. To increase ecological validity, students' cognitive and behavioral engagement and academic achievement were assessed using a specific curricular subject of the course as a reference. Students' grades were collected through academic services. Data from both time points were analyzed with a structural equation model (SEM), and data showed a goodness of fit of SEM in both time points. Findings indicate that cognitive and behavioral engagement mediated the relationship between students' background variables and their academic achievement. The analysis of both SEM allows us to understand that academic achievement at the end of the semester is closely related to what happens at the beginning of the semester (e.g., approach to learning, study time). Thus, promoting students' engagement at the beginning of the semester should be considered a priority, as the first part of the first semester represents a critical period for students and for their integration in college. Thus, universities should consider improving their mechanisms of collecting information to allow for early identification, support, and monitoring of students at risk of dropping out, showing high level of disengagement and low academic achievement.
| S-EPMC6913656 | biostudies-literature
Project description:PurposeTo examine whether emotional support moderates the association between college generation status and concurrent and prospective levels of systemic inflammation during the college transition among a sample of older U.S. adolescents.MethodsAt an undergraduate tertiary institution, 41 first-generation college students (first-gens) and 46 continuing-generation college students (continuing-gens) in their first semester of college reported on basic demographic information and perceived emotional support. They also had their blood drawn midway through both the first and second semester to measure C-reactive protein and interleukin-6. An inflammatory composite for each semester was created by averaging the standardized scores for log-transformed C-reactive protein and interleukin-6.ResultsCompared to continuing-gens, first-gens had greater systemic inflammation in the first semester regardless of their level of emotional support (B = 0.515, p = .003). However, emotional support moderated the association between college generation status and prospective systemic inflammation in the second semester (B = -0.525, p = .007) such that first-gens had greater systemic inflammation compared to continuing-gens, but only if they reported lower levels of emotional support (B = 0.826, p = .002). This moderation effect held after further adjusting for systemic inflammation in the first semester (B = -0.374, p = .022). Also discussed are results of secondary analyses examining sources of support.DiscussionCompared to continuing-gens, first-gens had greater systemic inflammation in the first semester irrespective of emotional support, suggesting all first-gens may stand to benefit from college resources provided early in the college transition. Furthermore, first-gens who reported lower levels of emotional support may benefit from additional college resources provided beyond the first semester.
| S-EPMC10456970 | biostudies-literature