Affirming independence: Exploring mechanisms underlying a values affirmation intervention for first-generation students.

ABSTRACT: First-generation college students (students for whom neither parent has a 4-year college degree) earn lower grades and worry more about whether they belong in college, compared with continuing-generation students (who have at least 1 parent with a 4-year college degree). We conducted a longitudinal follow-up of participants from a study in which a values-affirmation intervention improved performance in a biology course for first-generation college students, and found that the treatment effect on grades persisted 3 years later. First-generation students in the treatment condition obtained a GPA that was, on average, .18 points higher than first-generation students in the control condition, 3 years after values affirmation was implemented (Study 1A). We explored mechanisms by testing whether

SUBMITTER: Tibbetts Y 

PROVIDER: S-EPMC4868407 | biostudies-literature | 2016 May

REPOSITORIES: biostudies-literature