Date of Award

Spring 2024

Document Type

Thesis

Degree Name

Master of Science (MS)

Department

Psychology

Committee Director

Ian M. Katz

Committee Member

Mallory McCord

Committee Member

Erin Moore

Abstract

This study examines the effect of first-generation college student status on students’ sense of belonging, and whether remote learning moderates this effect. Specifically, this study examines whether first-generation college students’ sense of belonging at university differs from their continuing-generation college student counterpart, and whether taking remote courses impacts that relationship. It was hypothesized that first-generation college students would report lower sense of belonging than continuing-generation college students, and that remote learning would moderate the relationship such that the negative effect of first-generation student status on sense of belonging is strengthened when the student takes more remote courses. Survey data from college students were used to test the hypotheses. There were 175 observations for the testing of Hypothesis 1 and 137 observations for the testing of Hypothesis 2. Results showed that the relationship between first-generation college student status was not significant. Additionally, the moderating effect of remote learning was not significant. These results suggest that first-generation college students do not differ in sense of belonging from their peers, and that remote learning does not impact the relationship between first-generation college student status and sense of belonging. Results of the study provide insight into ways universities can help promote students’ sense of belonging. Future research regarding students’ sense of belonging should consider the roles that both academic integration and social integration play in shaping students’ feelings about and experiences at school.

Rights

In Copyright. URI: http://rightsstatements.org/vocab/InC/1.0/ This Item is protected by copyright and/or related rights. You are free to use this Item in any way that is permitted by the copyright and related rights legislation that applies to your use. For other uses you need to obtain permission from the rights-holder(s).

DOI

10.25777/ycy6-a914

ISBN

9798382770437

ORCID

0009-0004-7688-2449

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