- RSCH FPX 7860 Assessment 1 Literature Review Research Matrix.
Literature Review Research Matrix
Table 1: Garriott, P. O., Hudyma, A., Keene, C., & Santiago, D. (2015)
| Reference | Vital Issues/Co-instructs | Research Questions | Theoretical Framework/Model | Population & Sample Description & “N=” | Methodology and Graph | Precis of Findings |
|---|---|---|---|---|---|---|
| Garriott, P. O., Hudyma, A., Keene, C., & Santiago, D. (2015). Social cognitive predictors of educational and lifestyle development, educational pride, college last results expectations, college life efficacy, environmental enables, life pride, and outstanding affect on. | What are the predictors of college students’ educational and life pride? | Lent’s model of normative well-being. | N=414 College students from two 4-year universities. | Quantitative, Quasi-Experimental, multiple Measures. | The results suggested that the hypothesised model provided ample information, and the hypothesised relationships within the model were supported by the factors. Environmental enable predicted college self-efficacy, college outcomes expectations, and educational pride. Furthermore, college self-efficacy predicted academic improvement, while college outcomes expectations predicted academic pride. Academic pride, but not academic development, was a predictor of life pride. |
Table 2: Capik, D., & Shupp, M. (2021)
| Reference | Vital Issues/Co-instructs | Research Questions | Theoretical Framework/Model | Population & Sample Description & “N=” | Methodology and Graph | Precis of Findings |
|---|---|---|---|---|---|---|
| Capik, D., & Shupp, M. (2021). “Addressing the sophomore droop: First-generation college students’ final touch of one year 2 of have a study in a rural Bachelor’s degree-granting college.” | Sophomore stoop, First-generation, retention, persistence | Ten open-ended questions were used, allowing students to share their views and thoughts. It was based on the transition from high school to college. | Tinto’s model for college attrition | N=10 Students were selected based on current enrollment status at Pennsylvania’s rural bachelor’s degree-granting institution. | A qualitative research design using narrative inquiry was applied. | The results illustrated five key topics arising from the assessment of the sophomore stoop. “University students’ Grit and inner strength in achieving a Bachelor’s degree,” “Importance of perception and involvement in university life,” “Importance of identifying personal campus connections,” “Importance of financial perception and responsibility.” |
Table 3: Markle, G., & Stelzriede, D. D. (2020)
| Reference | Vital Issues/Co-instructs | Research Questions | Theoretical Framework/Model | Population & Sample Description & “N=” | Methodology and Graph | Precis of Findings |
|---|---|---|---|---|---|---|
| Markle, G., & Stelzriede, D. D. (2020). Evaluating first-generation university students compared to continuing-generation university students and the impact of several technologies on learning in the community. | First-generation university students, student development, student involvement, learning communities, persistence | How do pre-university trends differ among first-generation college students, continuing-generation college students, and first-generation college students who participated in a first-year learning community? How do academic and social involvement differ among the three student organisations? How do student outcomes vary among the three groups? What factors affect the implications? | The principle of student involvement is used to illustrate the effect of instructional programs on the student’s personal and learning development. | N=277 university students from 395 finished surveys, among them, 46 first-generation learning community students, 78 first-generation college students, and 153 continuing-generation students. | ANOVA analysis, Turkey tests. | First-generation students who participated in the learning community outperformed both first-generation students who did not participate and continuing-generation students in terms of intellectual development, interpersonal development, and engagement with multiple perspectives. |
Table 4: Moreno, R. (2021)
RSCH FPX 7860 Assessment 1 Literature Review Research Matrix
| Reference | Vital Issues/Co-instructs | Research Questions | Theoretical Framework/Model | Population & Sample Description & “N=” | Methodology and Graph | Precis of Findings |
|---|---|---|---|---|---|---|
| Moreno, R. (2021). “The guilt of success: looking at Latino first-generation college students’ experience of leaving home.” | What role does guilt play in the higher education journeys of first-generation Latino university students? | Geraldine Piorkowski’s (1983) concept of survivor guilt in first-generation college students. | Latino and Latina first-generation university students who felt guilty about being the first in their family to attend university. | University students shared stories of guilt and how they overcame that challenge. Through interviews, data were gathered to help tell their story. | Results showed that the academic journey of these first-generation university students was significantly influenced by guilt. The guilt began early in their academic careers and persisted even after they completed their degree. |
Table 5: Toyokawa, T., & DEWALD, C. (2020)
Reference | Vital Issues/Co-instructs | Research Questions | Theoretical Framework/Model | Population & Sample Description & “N=” | Methodology and Graph | Precis of Findings |
|---|---|---|---|---|---|---|
Toyokawa, T., & DEWALD, C. (2020). Perceived career obstacles and professional decisiveness of first-generation university students. | First-generation university students, career barriers, decision-making, transition, career exploration | How do first-generation university students perceive career limitations, and how do they decide which career to pursue? |