Date Approved
12-7-2020
Embargo Period
12-8-2020
Document Type
Thesis
Degree Name
M.A. Higher Education
Department
Educational Services and Leadership
College
College of Education
Advisor
Tinnin, Andrew
Committee Member 1
McCombs, Tyrone
Committee Member 2
Walpole, MaryBeth
Keywords
GPA, Retention, Sense of Belonging
Subject(s)
First-generation college students--Rowan University
Disciplines
Higher Education
Abstract
The purposes of this quantitative, correlational study were to (a) understand how the perceived sense of belonging in first-generation students impacts their academic success, as defined by GPA, and (b) to determine how the aforementioned factors impact the students' intention to persist. A survey was distributed to all reported first-generation students at Rowan University with questions including demographics, an adapted sense of belonging index, intention to persist, GPA, and co-curricular involvement (N = 285). Research indicated that 89.8% of students recorded moderate to high levels of sense of belonging. Regression analyses revealed that a positive relationship exists between sense of belonging and GPA. Retention showed no significant relationship with GPA or the student's sense of belonging score; however, retention was correlated with individual items within the sense of belonging index. Implications and recommendations for support and services to first-generation students are discussed.
Recommended Citation
Smith, Lynda, "The impact of sense of belonging in first-generation college students on GPA and retention" (2020). Theses and Dissertations. 2851.
https://rdw.rowan.edu/etd/2851
