Poster Number
044
Session Title
The College Experience
College
College of Arts and Sciences
Department
Psychology
Faculty Mentor
Donna Nelson, Ph.D.
Abstract
First-generation college students (FGCS) enter college less academically prepared than their peers. Additionally, FGCS encounter more academic difficulty and earn lower grades compared to their counterparts. As such, it is important to find ways to increase academic confidence and performance among FGCS. One potential avenue for doing so may be to influence their goal orientation when approaching academic work. Process goals focus on the steps needed to achieve a desired outcome, while outcome goals focus on the desired outcome itself. Research suggests that, for difficult tasks, process goals result in greater levels of performance, lower feelings of anxiety, and higher perceptions of self-efficacy than outcome goals. The present study manipulated goal orientation on a difficult task, and then measured confidence and performance with respect to a subsequent pop quiz. It was expected for FGCS to exhibit lower academic confidence and performance compared to non-FGCS when instructed to adopt outcome goals; however, no such differences when participants were instructed to adopt process goals were to be expected. Participants consisted of 29 FGCS and 38 non-FGCS students in introductory psychology courses. All participants completed a challenging anagram task. Students were randomly assigned to either the Process Goal Condition or the Outcome Goal Condition. Results confirmed that FGCS benefited from process goals.
Previously Presented/Performed?
SAEOPP McNair/SSS Scholars Research Conference, Atlanta, Georgia, June 2019; Southeastern Psychological Association (SEPA) Annual Meeting, New Orleans, Louisiana, April 2020; Sixth Annual Showcase of Undergraduate Research and Creative Endeavors (SOURCE), Winthrop University, April 2020
Grant Support?
Ronald E. McNair Post-Baccalaureate Achievement Program grant from the U.S. Department of Education
Start Date
24-4-2020 12:00 AM
Process Goals Raise Academic Confidence and Performance of First-Generation College Students
First-generation college students (FGCS) enter college less academically prepared than their peers. Additionally, FGCS encounter more academic difficulty and earn lower grades compared to their counterparts. As such, it is important to find ways to increase academic confidence and performance among FGCS. One potential avenue for doing so may be to influence their goal orientation when approaching academic work. Process goals focus on the steps needed to achieve a desired outcome, while outcome goals focus on the desired outcome itself. Research suggests that, for difficult tasks, process goals result in greater levels of performance, lower feelings of anxiety, and higher perceptions of self-efficacy than outcome goals. The present study manipulated goal orientation on a difficult task, and then measured confidence and performance with respect to a subsequent pop quiz. It was expected for FGCS to exhibit lower academic confidence and performance compared to non-FGCS when instructed to adopt outcome goals; however, no such differences when participants were instructed to adopt process goals were to be expected. Participants consisted of 29 FGCS and 38 non-FGCS students in introductory psychology courses. All participants completed a challenging anagram task. Students were randomly assigned to either the Process Goal Condition or the Outcome Goal Condition. Results confirmed that FGCS benefited from process goals.
