Analyze five articles. I will send them over!
This assessment focuses on building a second research matrix similar to the one from Assessment 1. This matrix you will create includes research concepts that can be found and connected to the same five research articles related to the topic of first-generation college students and resilience at a four-year university. Note: Demonstrating your understanding of the research process requires specific steps that need to be executed in a sequence. The assessments in this course are presented in sequence and must be completed in order. It is important to understand how to capture your audience when it comes to research. Not only should it be captivating, but the initial entry to the research should include as much information as possible so that readers can understand what they are about to learn. At this point, you'll move towards the practical side of research. That is, learning the significant components of a research study that require specific interconnectedness. The research introduction, the purpose statement, the research questions and hypotheses all connect to each other. These then, need to connect to the methodology, either quantitative or qualitative. Understanding these intersections is helpful for an ongoing development of research skills. Suggested Resources · The Course Study Guide [PDF] highlights content to focus on as you read and absorb the materials. You may also find some additional articles with direct relevance to your field in the guide. · American Psychological Association. (2020). Publication manual of the American Psychological Association (7th ed.). The Purpose Statement · Creswell, J. W., & Creswell, J. D. (2018). Research design: Qualitative, quantitative, and mixed methods approaches (5th ed). Sage. Available in the courseroom via the VitalSource Bookshelf link. . Chapter 6, "The Purpose Statement," pages 117–132. · Shehzad, W. (2011). Outlining purposes, stating the nature of present research, and listing research questions or hypotheses in academic papers. Journal of Technical Writing and Communication, 41(2), 139–160. RESEARCH CONCEPTS MATRIX Overview This assessment focuses on building a second research matrix similar to the one from Assessment 1. This matrix you will create includes research concepts that can be found and connected to the same five research articles related to the topic of first-generation college students and resilience at a four-year university. Instructions Fill out the provided Research Concepts Matrix [DOCX] with research concepts connected to the topic of first-generation college students. Your instructor will provide the articles you are to use in the Announcements area of the courseroom. The first article (Garriott, Hudyma, Keene, & Santiago, 2015) has been completed for you as an example. Competencies Measured By successfully completing this assignment, you will demonstrate your proficiency in the following course competencies and assignment criteria: · Competency 2: Evaluate the characteristics, purposes, benefits, strengths, and weaknesses of research methods. . Identify the purpose of the study. . Identify the statement of the problem. . Explain the limitations/implications of the study. . Evaluate the purpose statement for the scenario provided. · Competency 3: Evaluate ethical issues in research studies. . Describe the ethical considerations in the chosen research. · Competency 5: Examine the appropriate application of scientific research methodology. . Provide the future research possibilities. · Competency 6: Communicate in a manner that is scholarly, professional, and consistent with the expectations for members in the identified field of study. . Communicate in a manner that is scholarly, professional, and consistent with the expectations for members of an identified field of study, using APA style and formatting. 7860 Week 6 Assignment Research Concepts Matrix Please note that the first row of data is meant as an example. Please read the example article (Garriott, Hudyma, Keene, & Santiago, 2015) as a guide for how to dissect each article assigned. Reference Purpose of the study Statement of the Problem Limitations/Implications Ethical Conduct in the Study Future research possibilities (e.g., how could a researcher extend the research detailed in the study) 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. doi: https://doi.org/10.1037/cou0000066 The purpose of the study was to extend the literature on the utility of Lent’s (2004) normative model of well-being in predicting the academic and life satisfaction of college students and to test the full model replicate past findings with previous samples. Many first-generation college students experience higher education differently than their non-first-generation peers They may have different qualities than fellow students who aren’t first generation including being enrolled in college part-time, lower-income, less active in extracurricular activities, and less academically prepared. The sample was not very diverse—it was predominantly white students which didn’t represent the typical first-generation students limiting generalizability and females were over-represented. Because of the study sites being oriented toward first-generation students, the participants may have reported more support than if there were in other university settings. Researchers gained IRB approval, site permission from university administration and offered an incentive of entry into a raffle to win one of 10 $25 gift cards. Participants could choose not to answer questions about gender. Future studies could examine actual support rather than just perceived support. A longitudinal study could see long term effects of support. Research on actual interventions might be useful as well. 1 2 1.) 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 2.) Bettencourt, G. M., Mansour, K. E., Hedayet, M. Feraud-King, Stephens, K. J., Tejada, M. M., & Kimball, E. (2020). Is first-gen an identity? How first-generation college students make meaning of institutional and familial constructions of self. Journal of College Student Retention: Research, Theory & Practice, 0(0), 1-19. https://doi-org/10.1177/1521025120913302 3.) Manzoni, A., & Streib, J. (2019). The equalizing power of a college degree for first-generation college students: Disparities across institutions, majors, and achievement levels. Research in Higher Education, 60(5), 577-605. DOI:10.1007/s11162-018-9523-1 4.) Nin, O. F., & Keeton, R. (2020). Challenges and realizations of first-generation students who navigated through transfer momentum points. Community College Journal of Research and Practice, 44(4), 273-287. https://doi.org/10.1080/10668926.2019.158530 5.) Smith, J., & Brinkman, S. (2021). Information seeking anxiety and preferred information sources of first-generation college students. Evidence Based Library and Information Practice, 16(1), 5–24. https://doi.org/10.18438/eblip29843 Files/article-1-kmn0wm22.pdf Social Cognitive Predictors of First- and Non-First-Generation College Students’ Academic and Life Satisfaction Patton O. Garriott, Aaron Hudyma, Chesleigh Keene, and Dana Santiago University of Denver The present study tested Lent’s (2004) social–cognitive model of normative well-being in a sample (N � 414) of first- and non-first-generation college students. A model depicting relationships between: positive affect, environmental supports, college self-efficacy, college outcome expectations, academic progress, academic satisfaction, and life satisfaction was examined using structural equation modeling. The moderating roles of perceived importance of attending college and intrinsic goal motivation were also explored. Results suggested the hypothesized model provided an adequate fit to the data while hypoth- esized relationships in the model were partially supported. Environmental supports predicted college self-efficacy, college outcome expectations, and academic satisfaction. Furthermore, college self-efficacy predicted academic progress while college outcome expectations predicted academic satisfaction. Aca- demic satisfaction, but not academic progress predicted life satisfaction. The structural model explained 44% of the variance in academic progress, 56% of the variance in academic satisfaction, and 28% of the variance in life satisfaction. Mediation analyses indicated several significant indirect effects between variables in the model while moderation analyses revealed a 3-way interaction between academic satisfaction, intrinsic motivation for attending college, and first-generation college student status on life satisfaction. Results are discussed in terms of applying the normative model of well-being to promote first- and non-first-generation college students’ academic and life satisfaction. Keywords: academic satisfaction, life satisfaction, well-being, first-generation college students, college adjustment Supplemental materials: http://dx.doi.org/10.1037/cou0000066.supp Despite rising university costs and recent debates regarding the value of higher education, obtaining a bachelor’s degree remains one of the most critical pathways to economic and social mobility in the United States (U.S.). A recent national study showed that among the so-called “Millennial generation,” college graduates provided higher ratings than their non-college-going peers on multiple indicators of economic and job satisfaction (Pew Re- search Center, 2014). Furthermore, engaging learning experiences and environmental supports have been shown to predict higher subjective well-being among college students (Gallup, Inc., 2014). These data suggest that achieving a bachelor’s degree is criti- cally important to economic, job, and life satisfaction and that positive college experiences are associated with well-being. How- ever, more research is needed to determine predictors of well- being among diverse college students, particularly those at higher risk of not completing postsecondary education. Indeed, due to the economic and social costs of not achieving a bachelor’s degree, universities have seen increases in enrollments of historically underrepresented students, including first-generation college stu- dents (Engle & Tinto, 2008; Kena et al., 2014). While research points to how first-generation students are characteristically dif- ferent from their peers, few studies have examined predictors of these students’ academic and life satisfaction. Such research is needed given first-generation students’ unique experiences and disproportionate nonpersistence rates in higher education (Chen & Carroll, 2005). First-Generation College Students’ Academic and Life Satisfaction First-generation college students include those students whose parents or guardians have not achieved a bachelor’s degree. This definition was adopted for the present study, since it is the most commonly used among admissions officers; parents completing bachelor’s degrees are typically able to provide their children with more social capital related to attending and succeeding in college; and parents or guardians with bachelor’s degrees tend to achieve more prestigious careers compared to those who do not (Davis, 2012). Researchers have estimated that first-generation students comprise approximately 43% to 50% of students attending post- secondary institutions (Chen & Carroll, 2005; Choy, 2001; Na- tional Center for Education Statistics (NCES), 2007; Nuñez & Cuccaro-Alamin, 1998). First-generation college students are be- coming more visible on campuses and researchers have demon- strated a vested interest in understanding this unique student group given distinct challenges they may face. This article was published Online First March 2, 2015. Patton O. Garriott, Aaron Hudyma, Chesleigh Keene, and Dana Santi- ago, Department of School and Counseling