The Role of Motivation, Parental Support, and Peer Support in the Academic Success of Ethnic Minority First-Generation College Students

By Jessica Dennis, J. Phinney, Lizette Ivy Chuateco. 2005

928 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/2bc3963e8e37bf10db4c7218c6ad0b42073a0c74

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Citations in the corpus

Sense of Belonging and Self-Regulated Learning: Testing Achievement Goals as Mediators (2018, background): “Dennis, Phinney, and Chuateco (2005) found that a lack of peer support was negatively related with college students’ academic achievement and adjustment.”
Recognizing Challenges and Predicting Success in First-Generation University Students (2017, background): “Since firstgeneration students are often reluctant to take the initiative to engage with faculty members (Dennis et al., 2005; Engle & Tinto, 2008; Stephens et al., 2012), structured interaction that takes place during class time may increase student motivation to participate.”
Examining the Academic Success of Latino Students in Science Technology Engineering and Mathematics (STEM) Majors (2008, background): “According to the literature (Dennis et al., 2005; Lohfink & Paulsen, 2005; Warburton et al., 2001), students who have highly educated parents also have higher levels of cultural capital and are believed to have higher levels of cultural congruity, which positively affects academic success.”
Parent Support and Stress among First-Generation and Continuing-Generation Female Students during the Transition to College (2011, background): “Dennis, Phinney, and Chuateco (2005) found that a general measure of parent support was unrelated to college adjustment among first-generation ethnic minority students.”
First-Generation Status and Student Race/Ethnicity as Distinct Predictors of Student Involvement and Learning (2007, result): “Recent studies have highlighted the role of campus involvement in the success of first-generation students, with most results indicating that first-generation students are less involved in college experiences than their continuing-generation peers ( Dennis, Phinney, & Chuateco, 2005; Lohfink & Paul”
Defining and Measuring Academic Success. (2015, neutral): “Dennis et al. (2005) Academic Achievement GPA.”
Factors Influencing Academic Motivation of Ethnic Minority Students: A Review (2018, background): “However, so far, factors that influence the motivation of ethnic minority students have been understudied in education (Dennis, Phinney, & Chuateco, 2005).”
Stress, Coping, and Perceived Academic Goal Progress in First-Generation College Students: The Role of Institutional Supports (2017, background): “…& Inkelas, 2006), encouragement for attending college (Terenzini, Springer, Yaeger, Pascarella, & Nora, 1996), support with college-related problems (Dennis et al., 2005), and emotional support from friends, family, and significant others (Jenkins, Belanger, Connally, Boals, & Durón, 2013).”
USING AND DOING SCIENCE: GENDER, SELF-EFFICACY, AND SCIENCE IDENTITY OF UNDERGRADUATE STUDENTS IN STEM (2014, background): “Dennis et al. (2005) examined the role of non-cognitive factors, such as motivation, parental support, and peer support, on the academic success of ethnic minority students.”