TY - JOUR
T1 - Path Analysis of Effects of First-Generation Status on Physical Activity and 4-Year College Degree Completion
AU - Mullen, Sean
AU - Luo, Yan
AU - Adamek, John
AU - Phansikar, Madhura
AU - Mackenzie, Michael
AU - Roberts, Brent
AU - Larrison, Christopher R.
N1 - Publisher Copyright:
© 2023 Taylor & Francis.
PY - 2024
Y1 - 2024
N2 - Purpose: First-generation college students (FGCS) face a myriad of sociocultural, financial, and emotional challenges that impact their educational journey. With less academic capital and lower odds of obtaining a bachelor’s degree than their non-FGCS peers, understanding the factors affecting their academic success is pivotal for social work professionals aiming to provide tailored interventions and support systems. This study delved into the potential differences between these groups concerning physical activities, which are linked to learning, cognition, and overall well-being, and evaluated their influence on degree completion. Method: A path model was developed to analyze the relationship between degree completion, physical activities, FGCS status, and background variables, using a sample of 1,625 participants. Results: The model showed a strong fit (CFI = 0.979, RMSEA = 0.055, SRMR = 0.010) and accounted for 29.5% of the variance in degree completion. Walking to school was positively associated with degree attainment. FGCS status was associated with decreased walking to school, reduced degree completion, and increased walking for exercise. An indirect effect suggested that FGCS were less likely to achieve their degree, potentially due to a greater reliance on transportation like buses or cars. Discussion: The findings emphasize the critical role of campus resources for FGCS. Enhancing access to fitness centers and offering affordable housing options nearer to campus may aid FGCSs’ academic success. These insights can guide social work practices, highlighting the importance of environmental factors in the academic experiences of FGCS.
AB - Purpose: First-generation college students (FGCS) face a myriad of sociocultural, financial, and emotional challenges that impact their educational journey. With less academic capital and lower odds of obtaining a bachelor’s degree than their non-FGCS peers, understanding the factors affecting their academic success is pivotal for social work professionals aiming to provide tailored interventions and support systems. This study delved into the potential differences between these groups concerning physical activities, which are linked to learning, cognition, and overall well-being, and evaluated their influence on degree completion. Method: A path model was developed to analyze the relationship between degree completion, physical activities, FGCS status, and background variables, using a sample of 1,625 participants. Results: The model showed a strong fit (CFI = 0.979, RMSEA = 0.055, SRMR = 0.010) and accounted for 29.5% of the variance in degree completion. Walking to school was positively associated with degree attainment. FGCS status was associated with decreased walking to school, reduced degree completion, and increased walking for exercise. An indirect effect suggested that FGCS were less likely to achieve their degree, potentially due to a greater reliance on transportation like buses or cars. Discussion: The findings emphasize the critical role of campus resources for FGCS. Enhancing access to fitness centers and offering affordable housing options nearer to campus may aid FGCSs’ academic success. These insights can guide social work practices, highlighting the importance of environmental factors in the academic experiences of FGCS.
KW - First-generation
KW - college degree
KW - college students
KW - physical activity
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U2 - 10.1080/26408066.2023.2265922
DO - 10.1080/26408066.2023.2265922
M3 - Article
C2 - 37811659
AN - SCOPUS:85173941752
SN - 2640-8066
VL - 21
SP - 104
EP - 116
JO - Journal of Evidence-Based Social Work (United States)
JF - Journal of Evidence-Based Social Work (United States)
IS - 1
ER -