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
First Advisor
Tinnin, Andrew
Second Advisor
McCombs, Tyrone
Third Advisor
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