Students’ intentions and social support as predictors of self-reported academic behaviors: A comparison of first and continuing-generation college studentsedit
The purpose of this analysis was to examine academic intentions, parental support, and peer support as predictors of self-reported academic behaviors among a sample of 329 first- and continuing-generation college freshmen. Regression analyses revealed that different variables predicted academic behaviors for the three groups examined (students whose parents had no college experience, some college experience, or a college degree). Specifically, all three independent variables-intention, parental support, and peer support-were predictive of self-reported academic behavior for students whose parents had at least a bachelor’s degree. However, peer support was the only variable predictive of academic behavior for the students whose parents had some college experience and intention was the only significant predictor for first-generation college students.