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Shoulberg, Erin K.

Psychology

2008

MA

The central purpose of the current study was to replicate and extend the Bouchey and Harter (2005) model of processes underlying achievement socialization. Specifically, the current model examined relations among college students': 1) reflected appraisals of significant others' (mother, father, close friends and romantic partner) beliefs about the student's competence within the academic domain, beliefs about the importance of doing well in college, attitudes about gender role beliefs, and supportive behavior; 2) students' own academic self-concept, beliefs about the importance of doing well in college, and gender role beliefs; and 3) students' academic achievement and expected educational attainment. The sample consisted of 398 college students. Great care was taken to recruit students whose parents had not obtained degrees from four-year colleges (i.e., first generation college students) and 39.4% of participants were first generation college students. Reflected appraisals of parents', close friends', and romantic partners' beliefs about the student's competence in college, beliefs about the importance of college, and perceived academic support predicted students' self-perceptions, which in turn predicted academic outcomes and expectancies. Group differences based on first generation status also emerged. Findings offer insight into the processes underlying achievement socialization for late adolescent college students.