Parental Influences on Low-Income, First-Generation Students’ Motivation on the Path to College
Dados Bibliográficos
| ID | 9018680 |
|---|---|
| Autores | Allison Michelle Mitchall (University of North Carolina at Chapel Hill, autor correspondente), Audrey J Jaeger (0000-0002-4562-3274, National Initiative for Leadership & Institutional Effectiveness, North Carolina State University, Raleigh, North Carolina, USA) |
| Ano | 2018 |
| Volume | 89 |
| Fascículo | 4 |
| Páginas | 582-609 |
| Data de publicação | 2018-04-04 |
| Peer Reviewed | Sim |
| Open Access | Não |
| Tipo | ARTICLE |
| Periódico | The Journal of Higher Education (JOURNAL) |
| Identificadores do periódico | ISSN: 0022-1546 • E-ISSN: 1538-4640 |
| Editora | Taylor & Francis (PUBLISHER • GB) |
| DOI | 10.1080/00221546.2018.1437664 |
| OpenAlex | W2795594291 |
| Idioma | EN |
| Citações recebidas | 23 |
| Referências citadas | 40 |
Reports abound about the challenges that first-generation, low-income students face on the path to higher education. Yet despite these barriers, millions of low-income, first-generation students persevere. What or who influences their motivation to “stay the course” to higher education? Using self-determination theory as a framework, this cross-case study highlighted the motivational experiences of seven low-income, first-generation students and their parents on the path to college. Specifically, the study explored how parents augmented—or at times, undermined—students’ self-determination toward college, as evidenced by students’ feelings of relatedness, competency, and autonomy. Results showed that students’ self-determination was enhanced when parents were involved in college planning, served as positive examples, set high academic standards early, and fostered students’ sense of career volition. Motivation was undermined when families limited students’ choices, did not set clear expectations for college going, provided little feedback, or emphasized family obligations. The findings have the potential to facilitate deeper understanding of the impact of parents as motivational partners in the college access process
Autonomy · Face (sociological concept · Feeling · Higher education · Mathematics education · Path analysis (statistics · Political science · Set (abstract data type · Sociology · Volition (linguistics · Higher Education Research Studies · Motivation and Self-Concept in Sports · Parental Involvement in Education · Psychology · Social Psychology
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Testing a parent support intervention to improve success of first year students at a historically-Black University (HBCU)
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Barriers to post-secondary education among marginalized young women from Israel’s periphery
Exploring the Needs of Students from Low-Income Backgrounds Through First-Year Experience Practitioner Perspectives
(Un)Limited choice
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Studying College Access and Choice
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Adolescent Resilience
Intrinsic Motivation and Self-Determination in Human Behavior
Intrinsic, Extrinsic, and Amotivational Styles as Predictors of Behavior
Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being
Engaging Latino Parents in Supporting College Pathways
Examining the Role of Social Capital in Access to College for Latinas
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From Moral Supporters to Struggling Advocates
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Differences in the Decision to Attend College among African Americans, Hispanics, and Whites
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The Relationship between Parental Involvement as Social Capital and College Enrollment
Effects of Information, Guidance, and Actions on Postsecondary Destinations
The "What" and "Why" of Goal Pursuits
Self-determination and persistence in a real-life setting
Why Do Parents Become Involved? Research Findings and Implications
Reproduction in Education, Society and Culture
The Gap Between Influence and Efficacy
Social Class Differences in Family-School Relationships
| Obras citantes distintas | 23 |
|---|---|
| Citações por ano | 3,29 |
| Intervalo de citações | 2019 - 2026 (8) |
| Velocidade de citação | current |
| Altamente citado | Não |
| Tipos de citação | Neutras: 23 |