期刊名称：Kentucky Journal of Higher Education Policy and Practice
印刷版ISSN：2164-5140
出版年度：2014
卷号：3
期号：1
页码：1
出版社：University of Kentucky
摘要：Progress has been made in retaining and graduating traditional-age first-generation college students at four-year institutions. First-generation students, however, often experience college differently because of external factors, which can negatively influence their learning experience and overall satisfaction. This study explored learning and satisfaction measures of seniors at a small private university in the Midwest. Using Astin’s I-E-O model (1970), the following variables were considered: precollege student characteristics (input); academic engagement, co-curricular activities, campus relationships (environment); and satisfaction, learning (outcome). The sample consisted of seniors participating in NSSE and/or ETS MAPP (n=342). Findings confirmed that first-generation students typically worked more for pay, commuted, and had greater financial need. Results of the analysis of learning and satisfaction however, indicated no difference between the two groups (p
