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Research Concepts Matrix Please note that the first row of data is meant as an example. Please read the example article (Garriott, Hudyma, Keene,
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 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: Purpose of the study Statement of the Problem Limitations/Implica tions Ethical Conduct in the Study The purpose of the Many first- 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 https://doi.org/10.103 past findings with previous samples. 7/cou0000066 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 administratio n 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 Research Possibilities (e.g., How could a researcher extend the research detailed in the study?) 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.
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