First-generation college students, for whom neither parent has a bachelor's degree, are at an increased risk for dropping out of college compared with their continuing-generation counterparts. This research aims to examine whether varying perceptions of the future may contribute to these differences; specifically, whether presentations of future opportunities with and without a college degree impact academic motivation and performance, and whether this relationship holds for people from different college generation status backgrounds.
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- Partial requirement for: M.A., Arizona State University, 2014Note typethesis
- Includes bibliographical referencesNote typebibliography
- Field of study: Social psychology