Academic performance and adjustment of first-generation students to higher education: A systematic review

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dc.catalogadorpva
dc.contributor.authorLópez, María José
dc.contributor.authorSantelices Etchegaray, María Verónica
dc.contributor.authorTaveras Alcántara, Carmen Maura
dc.date.accessioned2024-11-18T19:39:22Z
dc.date.available2024-11-18T19:39:22Z
dc.date.issued2023
dc.description.abstractScholarly work conducted before 2010 consistently reported a gap between first-generation and continuing-generation students in college success, as measured by grades, persistence, and graduation rates. Through a systematic literature review, this study aimed to examine the most recent findings, from 2010 until 2020, regarding the academic adjustment process of first-generation students to higher education institutions and the institutional factors that help them in the process. The results report lower performance of first-generation (FG) students and compared to that of continuing-generation (CG) students and measured by grades and persistence. When looking at other variables, such as learning outcomes, intellectual development, learning skills, integration and engagement with the academic environment, we find scarce and mixed evidence. There is also an increased interest in the academic process, and not just in describing academic outcomes of first-generation students. These findings suggest that interventions promoting social belonging, support from peers, parents ' involvement and a welcoming campus climate should be fostered by institutions interested in the access and graduation of FG students.
dc.fechaingreso.objetodigital2024-11-18
dc.format.extent26 páginas
dc.fuente.origenWOS
dc.identifier.doi10.1080/2331186X.2023.2209484
dc.identifier.issn2331-186X
dc.identifier.scopusidSCOPUS_ID:2-s2.0-85162079354
dc.identifier.urihttps://doi.org/10.1080/2331186X.2023.2209484
dc.identifier.urihttps://repositorio.uc.cl/handle/11534/88584
dc.identifier.wosidWOS:000999048300001
dc.information.autorucFacultad de Educación; Santelices Etchegaray, María Verónica; 0000-0002-9659-8670; 83849
dc.information.autorucFacultad de Educación; Taveras Alcántara, Carmen Maura; S/I; 1092307
dc.issue.numero1
dc.language.isoen
dc.nota.accesocontenido completo
dc.publisherTaylor & Francis
dc.revistaCogent Education
dc.rightsacceso abierto
dc.rights.licenseCC BY 4.0 Attribution 4.0 International
dc.rights.urihttp://creativecommons.org/licenses/by/4.0
dc.subjectFirst-generation students
dc.subjectHigher education
dc.subjectAcademic outcomes
dc.subjectAcademic adjustment
dc.subjectTransition
dc.subjectSystematic review
dc.subject.ddc370
dc.subject.ods04 Quality education
dc.subject.odspa04 Educación de calidad
dc.titleAcademic performance and adjustment of first-generation students to higher education: A systematic review
dc.typeartículo
dc.volumen10
sipa.codpersvinculados83849
sipa.codpersvinculados1092307
sipa.trazabilidadWOS;2023-07-06
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