Stress, Coping, and Perceived Academic Goal Progress in First-Generation College Students: The Role of Institutional Supports

By Patton O. Garriott, Stephanie Nisle. Journal of Diversity in Higher Education, 2017

92 citations recorded by the source corpus.

This study examined stress, coping, and perceived academic goal progress among first- (n = 363) and continuing-generation (n = 325) college students. Stress was significantly related to institutional supports for first- but not continuing-generation students. In addition, institutional supports explained the relation between stress and perceived academic goal progress for first- but not continuing-generation college students. Reflective coping explained the relation between stress and perceived academic goal progress for first- and continuing-generation college students. Contrary to hypotheses, friend and family supports did not explain the relation between stress and perceived academic goal progress for first- or continuing-generation college students. Findings point to the relative importance of institutional supports in understanding links between stress and perceived academic goal progress for first-generation college students.

Subfields: Education, Safety Research, Social Psychology

View Paper: https://www.semanticscholar.org/paper/2aff123a7fdbe1b5d7bbd9bcd487777146799014

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Education

1. M. Murphy
2. Patton O. Garriott
3. J. LaCosse

In Safety Research

1. M. Murphy
2. Patton O. Garriott

In Social Psychology

1. J. LaCosse
2. M. Murphy
3. Patton O. Garriott

Citations in the corpus

• A Critical Cultural Wealth Model of First-Generation and Economically Marginalized College Students’ Academic and Career Development (2020, background): “Quantitative research has shown that use of institutional supports, such as mentors, buffers the association between perceived stress and academic goal progress in first-generation students (Garriott & Nisle, 2017).”
• Feeling Like an Imposter: The Effect of Perceived Classroom Competition on the Daily Psychological Experiences of First-Generation College Students (2019, background): “…& Soldner, 2013; Gaddis, 2013), cultural features of universities at large (e.g., interdependent vs. independent culture and institutional support; Garriott & Nisle, 2018; Stephens, Fryberg, Markus, Johnson, & 1 Department of Psychology, Washington State University, Pullman, WA, USA 2 Indiana…”