First-Generation Students in Distance Education Program: Family Resources and Academic Outcomes

Distance education students have less access to classmates as a social resource and may, therefore, rely more on family members for support. However, first-generation students, or students who are the first in their family to attend university, may lack the academic resources that family members can...

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Autores principales:	Michael R. Brubacher, Fortunate T. Silinda
Formato:	article
Lenguaje:	EN
Publicado:	Athabasca University Press 2021
Materias:	first-generation students distance education social capital academic adjustment academic persistence Special aspects of education LC8-6691
Acceso en línea:	https://doaj.org/article/90d6299c5e134910b0f9162d7822691b
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spelling	oai:doaj.org-article:90d6299c5e134910b0f9162d7822691b2021-12-02T17:15:37ZFirst-Generation Students in Distance Education Program: Family Resources and Academic Outcomes10.19173/irrodl.v22i1.48721492-3831https://doaj.org/article/90d6299c5e134910b0f9162d7822691b2021-03-01T00:00:00Zhttp://www.irrodl.org/index.php/irrodl/article/view/4872https://doaj.org/toc/1492-3831Distance education students have less access to classmates as a social resource and may, therefore, rely more on family members for support. However, first-generation students, or students who are the first in their family to attend university, may lack the academic resources that family members can provide. Overall, first-generation students in distance education programs may be at particular risk of lacking the necessary social capital to thrive in university. This study investigated whether two family resource variables—providing guidance about university and expressing supportive attitudes toward university—varied across generation status among distance education students. The study also investigated whether these family resource variables predicted students’ academic adjustment and academic persistence. A sample of 224 undergraduate, distance education students in South Africa completed an online survey. First-generation students (n = 60) reported receiving less university guidance from family members compared to continuing-generation students. In addition, receiving university guidance predicted students’ academic adjustment. The results suggest that university guidance from family members may serve as a protective factor against potential challenges that can impact students’ academic adjustment, a protective factor that first-generation students are less likely to have. Michael R. BrubacherFortunate T. SilindaAthabasca University Pressarticlefirst-generation studentsdistance educationsocial capitalacademic adjustmentacademic persistenceSpecial aspects of educationLC8-6691ENInternational Review of Research in Open and Distributed Learning, Vol 22, Iss 1 (2021)
institution	DOAJ
collection	DOAJ
language	EN
topic	first-generation students distance education social capital academic adjustment academic persistence Special aspects of education LC8-6691
spellingShingle	first-generation students distance education social capital academic adjustment academic persistence Special aspects of education LC8-6691 Michael R. Brubacher Fortunate T. Silinda First-Generation Students in Distance Education Program: Family Resources and Academic Outcomes
description	Distance education students have less access to classmates as a social resource and may, therefore, rely more on family members for support. However, first-generation students, or students who are the first in their family to attend university, may lack the academic resources that family members can provide. Overall, first-generation students in distance education programs may be at particular risk of lacking the necessary social capital to thrive in university. This study investigated whether two family resource variables—providing guidance about university and expressing supportive attitudes toward university—varied across generation status among distance education students. The study also investigated whether these family resource variables predicted students’ academic adjustment and academic persistence. A sample of 224 undergraduate, distance education students in South Africa completed an online survey. First-generation students (n = 60) reported receiving less university guidance from family members compared to continuing-generation students. In addition, receiving university guidance predicted students’ academic adjustment. The results suggest that university guidance from family members may serve as a protective factor against potential challenges that can impact students’ academic adjustment, a protective factor that first-generation students are less likely to have.
format	article
author	Michael R. Brubacher Fortunate T. Silinda
author_facet	Michael R. Brubacher Fortunate T. Silinda
author_sort	Michael R. Brubacher
title	First-Generation Students in Distance Education Program: Family Resources and Academic Outcomes
title_short	First-Generation Students in Distance Education Program: Family Resources and Academic Outcomes
title_full	First-Generation Students in Distance Education Program: Family Resources and Academic Outcomes
title_fullStr	First-Generation Students in Distance Education Program: Family Resources and Academic Outcomes
title_full_unstemmed	First-Generation Students in Distance Education Program: Family Resources and Academic Outcomes
title_sort	first-generation students in distance education program: family resources and academic outcomes
publisher	Athabasca University Press
publishDate	2021
url	https://doaj.org/article/90d6299c5e134910b0f9162d7822691b
work_keys_str_mv	AT michaelrbrubacher firstgenerationstudentsindistanceeducationprogramfamilyresourcesandacademicoutcomes AT fortunatetsilinda firstgenerationstudentsindistanceeducationprogramfamilyresourcesandacademicoutcomes
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First-Generation Students in Distance Education Program: Family Resources and Academic Outcomes

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