Dissertation/Thesis Abstract

Self-regulated learning and ethnic/racial variables: Predicting minority first-generation college students' persistence
by Moore, John S., III, Ph.D., University of Rhode Island, 2013, 135; 3557891
Abstract (Summary)

The purpose of this study was to investigate how self-regulated learning and ethnic/racial variables predict minority first-generation college student persistence and related constructs. Participants were drawn nationally from the U.S. Department of Education funded TRiO Student Support Services Programs. Additional participants from the Talent Development program and General Psychology classes from the University of Rhode Island were also included if they were first-generation college students. Preliminary analyses of group differences based on minority status revealed few significant differences in self-regulated learning, ethnic/racial, and college persistence variables. Hierarchical regression analyses indicated that academic self-efficacy, program use, and race rejection sensitivity were the strongest predictors of minority first-generation college students' persistence. Implications for practice, study limitations, and directions for future research are also discussed.

Indexing (document details)
Advisor: Mesquita, Paul Bueno de
Commitee: Collyer, Charles, Harps-Logan, Yvette, Hicks, Sandy, Stoner, Gary
School: University of Rhode Island
Department: Psychology
School Location: United States -- Rhode Island
Source: DAI-B 74/08(E), Dissertation Abstracts International
Subjects: Educational psychology, Clinical psychology, Higher education
Keywords: College persistence, Ethnicity, First-generation college students, Higher education, Race, Self-regulated learning
Publication Number: 3557891
ISBN: 978-1-303-01823-7
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