期刊名称：Journal of the Scholarship of Teaching and Learning
印刷版ISSN：1527-9316
出版年度：2012
卷号：13
期号：1
页码：57-67
语种：English
出版社：Faculty Colloquium on Excellence in Teaching (FACET)
摘要：This study examined whether verbal and math self-concepts could help explain the academic performance of first generation college students. Participants were 167 ethnically diverse students at an inner city, commuter, open-enrollment, four-year university in the southwestern United States. Results indicated that students with lower verbal and math self-concepts had lower grade point averages. Furthermore, there were ethnic differences among first generation college students in GPA with Whites performing better than African Americans and Latinos. In addition, Asians and Latinos had higher math self-concept than African Americans. The potential for academic self-concept as an important factor in increasing the academic performance of first generation students is discussed.
关键词：first generation college students, academic achievement, math self-concept, verbal self-concept
