Browse Exhibits (1 total)

This study examined the comparision of percieved emotional support from peer and familial figures among first-generation (N=15) and continuing-generation (N=41) college students. This study also examined the relationships between emotion regulation skills, self-efficacy, and academic achievement with overall preceived emotional support. First-generation college students reported significantly less emotional support from peer figures compared to continuing-generation college students. However, there was not a significant difference in emotional support from familial figures. In addition, there was a strong, postive correlation with overall perceived emotional support and emotion regulation skills for first-generation and continuing-generation college students. 

Faculty Mentor: Anjolii Diaz

Psychological Science 

Undergraduate