The Role of Self-Efficacy for First-Generation and Non-First-Generation College Students

Evanguelina Rivera, Krista Orrell, Sarina Lopez, Mikayla Akasaka, and Jade Macadang

Department of Psychology, Mount San Jacinto College

Introduction Methods Results Conclusions

Participants
Self-efficacy has been defined as an individual’s perceptions and beliefs ● The purpose of this study was to investigate if there was a significant
Participants were students at Mt. San Jacinto College (MSJC) and were ● The independent t-test analysis was conducted to compare self-efficacy
about their capabilities to perform in an effective manner (Bandura, 1994). acquired through convenience sampling. The sample included 42 participants, levels with first-generation college students and non-first-generation difference between self-efficacy for first-generation and
This study examines the relationship between the role of self-efficacy in of which 21 were first-generation college students and the other 21 were college students. non-first-generation college students.
first-generation college students and non-first-generation college students. It is non-first-generation college students. Of the 42 participants, 35 identified as ● The results of this study found that there was no significance between
arguable that there is an increase of challenges and stressors for college female and 7 identified as male. ● The total (N= 42) of college participants. self-efficacy in first-generation and non-first-generation college
Materials students, hence the null hypothesis was accepted.
students of all backgrounds, especially those who don’t receive the necessary
Materials included a Self-Efficacy Survey, which included 12 questions, and Levene’s Test ● This study can conclude similarities with other work in this body of
guidance and support. The purpose of this research is to determine whether the a Demographic Survey. The Survey was used to measure participants’ levels of ● The Levene’s test of Homogeneity of Variance was met, F (1,40) = .003, research as self-efficacy alone can not specifically determine success in
level of self-efficacy affects academic performance in college students. self-efficacy. An example of one of the questions on the self-efficacy Survey p= .953, both samples were not significantly different, variances were college for first-generation and non-first-generation college students
Previous research has shown a relationship between self efficacy and was, “I am confident that I will achieve the goals that I set for myself.” Using a assumed and were approximately equal. (Sanchez et. al., 2007).
academic performance among higher educational students (Ferla et. al., 2010). five-point Likert scale, participants rated their self-efficacy levels from Least Limitations
Likely to Most Likely. Independent t-test ● Two questions that were meant to be used in the Google Survey were
For example, those who were more self compliant found themselves with
Procedures ● There was a small difference of self-efficacy levels between left out during the time that the survey was made available to
higher grades. This can be beneficial but too much self competence can lead to first-generation college students and non-first-generation college
The study was done as part of a course requirement for a Research Methods participants.
overconfidence, which could result in lower grades. students. However, the overall results of the t-test noted that there was
course. All researchers were trained in APA Code of Ethics (APA Publication ● The survey was given one week for data collection thus the results of
First-generation college students are faced with more challenges not statistically significance p= .149, 95% CI [-.731, 4.64]. Therefore,
Manual, 2021). Researchers recruited participants from other courses taught at this research may have been affected by the short duration of time the
compared to those who are non-first generation college students (Jenkins et. rejecting the alternative hypothesis and accepting the null hypothesis.
MSJC and self-efficacy Surveys were sent out to participants via Google survey was allowed to be available. Sample size was also affected.
al., 2013). Self-efficacy is an important factor that can influence the shape of Forms, due to Covid-19. Participants had to consent to the survey and when Recommendations for Future Research
● Self-efficacy scores were slightly higher with first-generation college
one’s life and their success. This can benefit them in challenging situations, they were finished, a debriefing thanked them for their time and recommended students (M= 48.47, SD= 3.97), than non-first-generation college ● Future research should consider using other variables such as ethnicity,
such as school or other scenarios. they seek help from a healthcare professional if they felt distressed by any of students (M= 46.5, SD= 4.6), although there was a small mean gender identity, and age, if conducting an independent measures t-test.
the Survey’s content. difference between both groups approximately, not large enough to have ● Future scholars interested in this body of research may want to consider
A study showed that although first-generation college students struggled
Design and Statistical Analysis been statistically significant. using a different research design such as a correlational study.
more with maintaining a high GPA and had more difficulty adjusting to college
Data collected from the self-efficacy Survey and Demographic Survey was
life, both first-generation college students and non-first-generation college analyzed using an independent measures t-test. The independent variables were ● Overall self-efficacy scores were non-significant within the population at Self-efficacy for first-generation and non-first-generation college students
students had higher levels of self efficacy (Ramos-Sanchez et. al., 2007). first-generation college students and non-first-generation college students and Mount. San Jacinto College among first-generation college students and is an important and valuable field of study researchers should pay focus to.
the dependent variable was self-efficacy. non-first-generation college students that applied to self-efficacy. The implications of this study suggest that students would benefit from this
Research Question & Hypothesis
● Are self-efficacy levels lower for first-generation college students
Figure 1 research if universities dedicate time to understand how self-efficacy may
play a role in students’ success in higher education.
compared to non-first-generation college students? Table 1
● It is hypothesized that self-efficacy levels do differ among first-generation
college students and non-first-generation college students. References
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