Academic Achievement of First-Generation University Students in Spotlight: Role of Parental Involvement, Autonomy Support, and Academic Motivation

Abstract

The present study aimed to examine the inter-relationships among perceived parental involvement, autonomy support, academic motivation, and academic achievement of first-generation university students. Gender, family structure, and socioeconomic differences were also examined. Data were collected from 427 first-generation university students and a structural regression model was analyzed with four observed factors of parenting (mother and father involvement and autonomy support), and three observed factors of academic motivation (intrinsic, extrinsic, and amotivation). Perceived parenting behaviors significantly positively predicted academic motivation that, in turn, predicted academic achievement among university students. Extrinsic motivation had a more significant positive effect on academic achievement than intrinsic motivation and amotivation. Gender differences were nonsignificant, whereas family structure and socioeconomic status (SES) had significant differences in all variables except academic achievement. Interestingly, the perception of maternal autonomy support was homogenous across SES groups. The study offers practical information to teachers and parents on how to boost the academic achievement of first-generation university students.