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Full text release has been delayed at the author's request until May 05, 2029

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Navigating the First Semester of College: A Study of Social Emotional Competence, Psychosocial Adjustment, Perceived Academic Control, and Academic Outcomes in First-Generation College Students

Jennings, Cedric L
http://rave.ohiolink.edu/etdc/view?acc_num=osu1713496312002298

Abstract Details

2024, Doctor of Philosophy, Ohio State University, Psychology.
Current longitudinal research in developmental science has shown that during college, students generally experience a progressive decline in psychosocial adjustment. First-generation college students (FGCS) encounter unique adjustment difficulties that impact their academic success. Yet, no current research tracks these students’ progress based on key factors (i.e., socioemotional competence, psychosocial adjustment, and perceived academic control) that are critical to academic success. To fill this research gap, this short-term longitudinal study is the first to examine how these variables affect academic outcomes among emerging adult college freshmen at two timepoints, as they take one of their first college courses during their first semester of college. Findings show that the associations between most of these study variables are statistically significant and indicative of unique differences between FGCS and continuing-generation college students (CGCS) as academic learners. Perceived academic control was the only key predictor of academic performance. Despite reporting higher levels of psychological distress than CGCS across both timepoints, FGCS only showed significant differences in depression levels by the end of their first semester of college. Academic enrichment program participation did not impact academic performance. These study findings are used to expand FGCS research and offer practitioners relevant insights to support these students’ positive adjustment to college upon entry.
Stephen Petrill (Committee Chair)
Kelly Purtell (Committee Member)
Sarah Schoppe-Sullivan (Committee Member)
126 p.
Developmental Psychology; Education; Educational Psychology; Higher Education; Higher Education Administration; Psychology
social emotional competence; first-generation college students; coping strategies; perceived academic control; psychosocial adjustment; academic success; developmental psychology; longitudinal research and data; higher education; teaching and learning

Recommended Citations

Citations

  • Jennings, C. L. (2024). Navigating the First Semester of College: A Study of Social Emotional Competence, Psychosocial Adjustment, Perceived Academic Control, and Academic Outcomes in First-Generation College Students [Doctoral dissertation, Ohio State University]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=osu1713496312002298

    APA Style (7th edition)

  • Jennings, Cedric. Navigating the First Semester of College: A Study of Social Emotional Competence, Psychosocial Adjustment, Perceived Academic Control, and Academic Outcomes in First-Generation College Students. 2024. Ohio State University, Doctoral dissertation. OhioLINK Electronic Theses and Dissertations Center, http://rave.ohiolink.edu/etdc/view?acc_num=osu1713496312002298.

    MLA Style (8th edition)

  • Jennings, Cedric. "Navigating the First Semester of College: A Study of Social Emotional Competence, Psychosocial Adjustment, Perceived Academic Control, and Academic Outcomes in First-Generation College Students." Doctoral dissertation, Ohio State University, 2024. http://rave.ohiolink.edu/etdc/view?acc_num=osu1713496312002298

    Chicago Manual of Style (17th edition)

osu1713496312002298
© 2024, all rights reserved.
This open access ETD is published by The Ohio State University and OhioLINK.