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The study reported in this article investigated motivation and integration dimensions that influence college academic achievement of first-generation students compared to nonfirst-generation students. Participants consisted of 277 ethnically diverse students who were attending a community college. Bivariate and multivariate statistical analyses revealed that motivation and integration dimensions contributed significantly to academic achievement for first-generation students, but not for nonfirst-generation students. Specifically, among first-generation students, academic integration contributed to higher grade point averages while extrinsic motivation and amotivation contributed significantly to lower grades. Implications of these finding and recommendations are discussed.
Próspero et al. (Thu,) studied this question.