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Quantitative Research Proposal First-Generation College Students…
Quantitative Research Proposal
First-Generation College Students and Resilience at a 4-Year University
Introduction
Statement of the Problem
First-generation college students are the first members of their families to enroll in college. Frequently, they must navigate the college admissions process, manage their money, and in some instances, overcome language hurdles. These obstacles may make it difficult for first-generation college students to achieve academic success, and it is crucial to understand the numerous elements that might affect their achievements (Almeida et al., 2021). Social capital is a component that has been investigated in connection to first-generation college students. Social capital is vital for several reasons, such as giving access to resources, offering support, and enhancing motivation. In addition, research suggests that social capital may be especially crucial for first-generation college students, who may have different access to resources than their classmates. Grit has been examined regarding first-generation college students. Academic achievement has been linked to grit, characterized as “perseverance and desire for long-term objectives ” (Duckworth et al. 2007).” Individuals with greater levels of determination are believed to be more inclined to persevere in adversity.
Purpose of the Study
This research aims to investigate the influence of grit on academic performance for first-generation college students from various socioeconomic backgrounds and the link between social capital and professional success in these individuals. First-generation college students from various socioeconomic backgrounds will be employed as subjects in a quantitative research design, such as a cross-sectional or longitudinal study. Self-reported surveys that gauge social capital, grit, professional performance, and academic accomplishment will be used as data-gathering tools, variables, and resources. Data will be gathered via the use of anonymous, self-reported surveys and will be examined through the use of statistical techniques, including regression analysis.
Research Questions and Hypotheses
Research Question 1: Does Social capital predict first-generation college students’ professional performance?
Hypothesis 1: First-generation college students’ professional achievement is positively correlated with their social capital
Research Question 2: How well does grit predict academic performance among first-generation college students from varying socioeconomic backgrounds?
Hypothesis 2: First-generation college students’ grit positively correlates with academic performance. The relationship is higher for those who attend institutions with fewer resources or have better family support.
Theoretical Perspective
The social capital theory provides the networks and relationships that set privileged groups or individuals apart from their less-privileged peers (Bourdieu, 1986) will be used, similar to (Almeida et al.,2021), researching the belief that social capitalresources and networks from one’s social connectionsis as crucial for academic achievement. Social capital may be especially vital to first-generation college students, who may have different advantages than their classmates.
Another theory applied to this proposal is academic performance linked to grit. Grit, the ability to persevere in adversity, has been linked to college achievement. In addition, the engine theory of well-being (Jayawickreme et al., 2012) supports our hypothesis that grit may affect academic performance. The approach proposes that input, process, and outcome factors help explain health predictors and outcomes. Perseverance is explored more as a result than a predictor. Studies of the optimistic attribution style have examined perseverance in challenging or impossible tasks. (Duckworth & Quinn, 2009). Grit means sticking with long-term initiatives. Determination and accomplishment are similar yet separate (Despite negative criticism, grittier people stick to their ambitions (Duckworth & Quinn, 2009).
Type of Research Design
When researching the connection between social capital, grit, and professional and academic achievement among students who are the first in their families to attend college, a quantitative correlation design is one approach that may be used.
Expected Findings
Past studies on students’ perseverance in the face of adversity are necessary for success, but social capital is also essential. Lack of social capital sometimes causes academic difficulties for first-generation college students (Almeida et al., 2021). First-generation college students may have diverse college experiences (Garriott et al., 2015). Other Researchers showed other circumstances, like first-generation college students often encounter particular obstacles and stressors throughout their transition to higher education, and the family’s influence on these students’ experiences is little understood (Capannola & Johnson, 2022). First-generation college students sometimes lack technological and online platform expertise. In an online learning setting, individuals may have fewer resources and be less productive than their peers (Xuefei & Yang, 2021).
The findings of this research will have real-world applications for educational institutions, particularly universities and colleges, as they relate to assisting first-generation college students in their pursuit of academic and professional aspirations. The research will help determine the connection between social capital and professional success among students who are the first in their families to attend college, as well as the influence that grit has on academic outcomes for students from various socioeconomic backgrounds.
Expected findings will validate that Universities and colleges are in a better position to help students who are the first in their families to attend college if they have a better grasp of the variables that determine their performance and can give the necessary resources and assistance to do so. In addition, the findings of this study will be helpful to academics and policymakers, who may utilize the results to guide future research and policy choices based on the outcomes of this study.
References
Almeida, D. J., Byrne, A. M., Smith, R. M., & Ruiz, S. (2021). How relevant is grit? The importance of social capital in first-generation college students’ academic success. Journal of College Student Retention: Research, Theory & Practice, 23(3), 539-559.
Bourdieu, P. (1986). The forms of capital. In J. G. Richardson (Ed.), Handbook of theory and research in the sociology of education. New York: Greenwood Press.
Capannola, A. L., & Johnson, E. I. (2022). On being the first: The role of the family in the experiences of first-generation college students. Journal of Adolescent Research, 37(1), 29-58. DOI:10.1177/0743558420979144
Duckworth, A. L., Peterson, C., Matthews, M. D., & Kelly, D. R. (2007). Grit: Perseverance and passion for long-term goals. Journal of Personality and Social Psychology, 92(6), 1087-1101. https://doi.org/10.1037/0022-3514.92.6.1087
Duckworth, A., & Quinn, P. (2009). Development and Validation of the Short Grit Scale (Grit-S). Journal of Personality Assessment, 91(2), 166-174. https://doi.org/10.1080/00223890802634290
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
Jayawickreme, E., Forgeard, M., & Seligman, M. (2012). The Engine of Well-Being. Review of General Psychology, 16, 327 – 342.
Xuefei (Nancy) Deng, & Yang, Z. (2021). Digital proficiency and psychological well-being in online learning: experiences of first- generation college students and their peers. Social sciences 106), 192. http:// dx.doi.org/10.3390/socsci 10060192
I need assistance with identifying:
Population
Sample
Participants
Data Collection Instruments
Variables
Materials
Data Collection Procedures
Data Analysis Procedures
Anticipated Ethical Issues
