Academic Performance and Adjustment of First-Generation Students to Higher Education: A Systematic Review

Autor/inn/en	López, María José; Santelices, Maria Veronica; Taveras, Carmen Maura
Titel	Academic Performance and Adjustment of First-Generation Students to Higher Education: A Systematic Review
Quelle	In: Cogent Education, 10 (2023) 1, Artikel 2209484 (26 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Santelices, Maria Veronica)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
DOI	10.1080/2331186X.2023.2209484
Schlagwörter	Academic Achievement; Student Adjustment; First Generation College Students; Literature Reviews; Grades (Scholastic); Academic Persistence; Intervention; Outcomes of Education; Learner Engagement + Suchen Sie Ihr Suchwort? Schulleistung; Student; Students; Adjustment; Schüler; Schülerin; Studentin; Adaptation; Notenspiegel; Lernleistung; Schulerfolg
Abstract	Scholarly work conducted before 2010 consistently reported a gap between first-generation and continuing-generation students in college success, as measured by grades, persistence, and graduation rates. Through a systematic literature review, this study aimed to examine the most recent findings, from 2010 until 2020, regarding the academic adjustment process of first-generation students to higher education institutions and the institutional factors that help them in the process. The results report lower performance of first-generation (FG) students and compared to that of continuing-generation (CG) students and measured by grades and persistence. When looking at other variables, such as learning outcomes, intellectual development, learning skills, integration and engagement with the academic environment, we find scarce and mixed evidence. There is also an increased interest in the academic process, and not just in describing academic outcomes of first-generation students. These findings suggest that interventions promoting social belonging, support from peers, parents´ involvement and a welcoming campus climate should be fostered by institutions interested in the access and graduation of FG students. (As Provided).
Anmerkungen	Cogent OA. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01