Matrix

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Fill out this provided Research Matrix [DOCX] with research concepts that can be found and connected to these five articles related to the topic of first-generation college students and resilience at a four-year university. The first article has been completed for you as an example.

  1. Garriott, P. O., Hudyma, A., Keene, C., & Santiago, D. (2015). Social cognitive predictors of first and non-first-generation college students’ academic and life satisfaction. Journal of Counseling Psychology, 62(2), 253–263.
  2. Johnson, S. R., & Stage, F. K. (2018). Academic engagement and student success: Do high-impact practices mean higher graduation rates? Journal of Higher Education, 89(5), 753-781.
  3. Olive, T. (2014). Desire for higher education in first-generation Hispanic college students enrolled in a graduate counseling program. Journal of Phenomenological Psychology, 45(1), 72–91.
  4. Schelbe, L., Swanbrow Becker, M., Spinelli, C., & McCray, D. (2019). First generation college students perceptions of an academic retention program. Journal of the Scholarship of Teaching and Learning, 19(5), 61–76.
  5. Smith, K. J., Emerson, D. J., Haight, T. D., Mauldin, S., & Wood, B. G. (2019). An examination of the psychometric properties of the Connor-Davidson resilience scale – 10 (CD-RISC10) among accoCU_Horiz_RGB 7860 Week 2 Assignment

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    Research Matrix

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    Source

    		Main Themes Research Question Theoretical Framework Sample Population Methodology Findings

    		Ethics
    Garriott, P. O., Hudyma, A., Keene, C., & Santiago, D. (2015). Social cognitive predictors of first and non-first-generation college students’ academic and life satisfaction. Journal of Counseling Psychology, 62(2), 253-263. doi: https://doi.org/10.1037/cou0000066 Academic Progress, academic satisfaction, college outcome expectations, college life efficacy, environmental supports, life satisfaction, positive affect What are the predictors of

    students’ academic and life satisfaction?

    		 Lent’s model of normative well-being N=414

    Students from 2

    4-year universities

    		 Quantitative Quasi-Experimental

    Multiple

    Measures

     

     

     

    		 Results suggested the hypothesized model provided an adequate fit to the data while hypothesized relationships in the model were partially supported. Environmental supports predicted college self-efficacy, college outcome expectations, and academic satisfaction. Furthermore, college self-efficacy predicted academic progress while college outcome expectations predicted academic satisfaction. Academic satisfaction, but not academic progress predicted life satisfaction Ethical considerations or challenges were not addressed in this study
                   
                   
                   
                   

     

     

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