RSCH FPX 7860 Assessment 1 Literature Review Research

Student Name

Capella University

RSCH FPX 7860 Survey of Research Methods

Prof. Name:

Date

Literature Review Research Matrix

Please note that the first row of data is provided as an example. Refer to the example article (Garriott, Hudyma, Keene, & Santiago, 2015) to understand how to analyze each assigned article.

Main Themes/ Constructs	Research Questions	Theoretical Framework or Model	Population & Sample Description & “N=”	Methodology and Design	Summary of Findings
Academic Progress, academic satisfaction, college outcome expectations, college life efficacy, environmental supports, life satisfaction, positive affect	What are the predictors of students’ academic and life satisfaction?	Lent’s model of normative well-being	N=414 students from two 4-year universities	Quantitative, Quasi-Experimental, Multiple Measures	The study suggested that the hypothesized model provided an adequate fit to the data, with partially supported relationships. Environmental supports predicted college self-efficacy, college outcome expectations, and academic satisfaction. College self-efficacy predicted academic progress, while college outcome expectations predicted academic satisfaction. Academic satisfaction, but not academic progress, predicted life satisfaction.
Sophomore slump, First-generation, retention, persistence	10 open-ended questions were used, allowing students to offer perspectives and ideas, based on the transition from high school to college.	Tinto’s model for college attrition	N=10 students selected based on current enrollment status at Pennsylvania’s rural bachelor’s degree-granting institution	Qualitative research design through narrative inquiry	The analysis revealed five themes related to the sophomore slump: “Students’ Grit and Internal Drive Toward Attaining a Bachelor’s Degree,” “Importance of Understanding and Involvement in College Life,” “Importance of Identifying Personal Campus Connections,” and “Significance of Financial Understanding and Responsibility.”
First-generation students, student development, student involvement, learning communities, persistence	How do pre-college characteristics differ among first-generation students, continuing-generation students, and first-generation students who participated in a first-year learning community? How does academic and social involvement differ among the three student groups? How do student outcomes differ among the three groups? What factors influence these outcomes?	The Theory of Student Involvement	277 students of 395 completed the surveys. Among them, 46 first-generation learning community students, 78 first-generation students, and 153 continuing-generation students	Analysis of variance (ANOVA) Turkey post hoc tests	First-generation students who participated in the learning community outperformed first-generation students who did not participate, as well as continuing-generation students, in terms of intellectual development, interpersonal development, and engagement with diverse perspectives.
This study sought to explain how first-generation Latinos and Latina graduate students might feel guilty while pursuing their undergraduate education	What role does guilt play in higher education journeys of first-generation Latino college students? What strategies and tools do they use? Does guilt negatively influence their higher education journey? How can academic success be achieved?	The conceptual framework for this study draws from Geraldine Piorkowski’s (1983) linkage of survivor guilt among first-generation college students	Latino and Latina first-generation college students who had felt guilt related to being the first in their family to attend an institution to continue their education. Students shared stories about guilt and how they overcame that challenge	Through interviews, information was gathered to help tell their story. These interviews provided a solid understanding of their experiences	The results found that the educational journey of these first-generation college students was significantly influenced by guilt. The study also noted that the guilt began early within the students and persisted even after the completion of their degrees.
First-generation college students, career barriers, decision-making, transition, career exploration	How do first-generation college students perceive career barriers, and how do they decide what career to pursue?	Six-item Career Decidedness Scale	N=149 First-generation college students, N=182 Non-First-generation college students at a 4-year university. 353 undergraduate students at a liberal arts university in the Pacific Northwest responded to online surveys using Google forms	According to the results, students who perceived greater levels of lacking skills and knowledge showed a lower level of career choice for their future occupations. These students also faced difficulties due to a lack of time and financial resources.

References

Garriott, P. O., Hudyma, A., Keene, C., & Santiago, D. (2015). Social cognitive predictors of first and non-first-generation college students’ academic and life satisfaction. Journal of Counseling Psychology, 62(2), 253–263. https://doi.org/10.1037/cou0000066

Capik, D., & Shupp, M. (2021). Addressing the sophomore slump: First-generation college students’ completion of year two of study in a rural Bachelor’s degree-granting college. Retrieved from https://journalssagepub.com.library.capella.edu/doi/pdf/10.1177/152102512110148688

Markle, G., & Stelzriede, D. D. (2020). Comparing first-generation students to continuing-generation students and the impact of a first-generation learning community. Innovative Higher Education, 45(4), 285-298. doi:http://dx.doi.org/10.1007/s10755-020-09502-0

Moreno, R. (2021). The guilt of success: Looking at Latino first-generation college students’ experience of leaving home. Retrieved from https://journalssagepubcom.library.capella.edu/doi/pdf/10.1177/1538192719849756