The current study explored the effects of non-traditional choices on psychological well-being. Participants were divided into groups by their generational status. First generation college students (FGC) reported that neither of their parents had any college experience while the students from college educated families (CEF) reported that one or both of their parents had some education beyond high school. The study utilized self-report, archival data. The Scales of Psychological Well-Being (Ryff, 1989) provided overall well-being scores as well as six subscales. The Multidimensional Scale of Perceived Social Support (Zimet, Dahlem, Zimet & Farley, 1988), two subscales of the Student Adaptation to College Questionnaire (Bake & Siryk, 1984), and the Rosenberg Self-Esteem Scale (Rosenberg, 1965) were also used. These three constructs were also understood in their relationship to well-being. The results suggest that self-esteem and social support from friends are important factors for all college students. Academic adjustment appeared to be related to well-being for all students but was more predictive of well-being for the FGC students. In looking at perceived social support from family, FGC students indicated a negative correlation between this type of support and their feelings of autonomy. Similarly, a linear regression model for CEF students showed that perceived social support from family was one of three variables in a model predicting well-being. No significant group differences were observed in the reports of overall well-being, perceived social support, self-esteem, or adaptation to college. This was contrary to what was hypothesized, but may be the result of a unique sample which included many older, African American women who commuted to school. Considerations of the sample and its influence on the findings have been included. Suggestions for future research address the need to produce more generalizable findings and further differentiate between the needs of FGC students and the needs of new college students in general.

"Building on previous AAC&U reports, this publication presents research on specific educational practices correlated with higher levels of academic challenge, student engagement, and achievement. The publication features the relationship between these practices and improvements in retention and graduation rates and advice on how to ensure that all students experience multiple high-impact practices. Detailed case studies show how five campuses are providing high-impact practices more pervasively and systematically."--Amazon

The current study explored the first year college transition between traditional and underrepresented student groups (ethnic minorities and first-generation college students; N = 500; M age = 18.34) at a diverse institution, comparing GPA and college adjustment over time. Using Tinto's retention model (1975), the aim of the current study explored whether social and academic adjustment differences would explain any gap in academic achievement among underrepresented students groups. Results indicated that first-generation college students (FGC) of minority ethnic backgrounds reported significantly lower GPA scores, and had lower adjustment subscale scores compared to all other student groups by the end of the 1st year in college. However, SEM results indicated that social adjustment at Time 1 did not mediate the relationship between student background (ethnicity/first-generation college status) and GPA scores at Time 2. These results suggest that Tinto's retention model may not be relevant for students from underrepresented backgrounds, as there may be additional obstacles that impact their academic achievement and retention beyond college adjustment. Brief qualitative analyses found that FGC students from ethnic minority backgrounds perceived multiple academic stressors, including academic barriers, lack of funding, off-campus responsibilities, and negative experiences with campus personnel. Areas for further research, limitations, and implications for higher education and community psychology are discussed.