The aim of the present study was to gain a further understanding of first-generation college students (FGCS) in comparison to their non-FGCS peers. The study examined both groups in relation to the following variables: resilience levels, perceived social support, perception of barriers, and negative career thoughts. Specifically, the goal was to understand how resilience levels and perceived social support were related to perception of barriers and negative career thoughts. General group differences on resilience levels, perceived social support, perception of barriers, and negative career thoughts were explored using a one-way ANOVA. Then, multiple regressions were used to examined whether resilience level and perceived social support could predict perception of barriers and negative career thoughts. The 10-Item Connors-Davidson Resilience Scale (CDRISC; Campbell-Sills & Stein, 2007) was used to examine resilience levels. The Social Support Appraisal Scale (SSA; Vaux et al., 1986) was used to examine perceived social support. The Perception of Barriers Scale (POB; Luzzo & McWhirter, 2001) was used to examine perception of barriers. The Career Thoughts Inventory (CTI; Sampson, Peterson, Lenz, Reardon, & Saunders, 1996) was used to examine negative career thoughts. Participants (n = 272) for the study were recruited from a large, southeastern, public university, specifically from the university’s College of Education and the Center for Academic Retention and Enrichment (CARE). CARE’s mission is to recruit and support FGCS. There were 101 FGCS and 171 non-FGCS included in the sample. The results indicated that there were no statistically significant differences between groups on resilience levels, perceived social support, and negative career thoughts. There were statistically significant differences between groups on perception of barriers with non-FGCS perceiving more barriers than FGCS. The multiple regression revealed that resilience level and perceived social support predicted 9.1% of the variance in perception of barriers and 15.3% of the variance in negative career thoughts. A discussion regarding the findings of the study, limitations, and implications for theory, practice and future research are offered. / A Dissertation submitted to the Department of Educational Psychology and Learning Systems in partial fulfillment of the requirements for the degree of Doctor of Philosophy. / Summer Semester 2017. / May 3, 2017. / Includes bibliographical references. / Janet G. Lenz, Professor Directing Dissertation; Kathy Guthrie, University Representative; Debra Osborn, Committee Member; James Sampson, Jr., Committee Member.
| Identifer | oai:union.ndltd.org:fsu.edu/oai:fsu.digital.flvc.org:fsu_647224 |
| Contributors | Freeman, Vanessa Frierson (author), Lenz, Janet G., 1953- (professor directing dissertation), Guthrie, Kathy L. (university representative), Osborn, Debra S., 1968- (committee member), Sampson, James P. (committee member), Florida State University (degree granting institution), College of Education (degree granting college), Department of Educational Psychology and Learning Systems (degree granting departmentdgg) |
| Publisher | Florida State University |
| Source Sets | Florida State University |
| Language | English, English |
| Detected Language | English |
| Type | Text, text, doctoral thesis |
| Format | 1 online resource (146 pages), computer, application/pdf |
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