Abstract
The study examines the role of digital proficiency in relation to psychological well-being of a vulnerable population—first-generation college students (FGS)—and their counterparts, continuing-education students, in online learning during the coronavirus pandemic (COVID-19). Informed by positive computing and FGS studies, this paper empirically tests a model of three key influencing factors by using a data sample (n = 309) collected from a minority-serving university in the U.S. in April 2020. Our data analysis confirms that FGS underperformed in digital proficiency, compared to their peers. Moreover, digital proficiency had a significant effect on individual psychological well-being, regardless of a student’s generational status. Our paper contributes to the positive computing research by empirically demonstrating the association between users’ technology competence and psychological well-being. Practically, our findings highlight the importance of implementing educational programs and policies to promote the digital skills and well-being of underserved students such as FGS in college education.
Highlights
Information and communication technology (ICT) has transformed work processes and user performance in various organizational settings
This study examines the relationship between digital proficiency and psychological well-being and compares the experiences of first-generation college students (FGS) and those of their peers, continuingeducation students (CGS)
Hypothesis 1 predicts a significant difference between the digital proficiency of FGS and CGS
Summary
Information and communication technology (ICT) has transformed work processes and user performance in various organizational settings. FGS are students who enroll in postsecondary education and whose parents do not have any post-secondary education experience (Redford and Mulvaney Hoyer 2017). They have shown different characteristics from their counterparts, continuingeducation students (CGS): FGS are more likely to be low-income, single mothers who often enroll at two-year institutions and experience lower SES (social-economic status), academic and social integration in college (Nunez and Cuccaro-Alamin 1998). All the factors are negatively associated with FGS college persistence. This population of college students faces economic, cultural, and social barriers in their transition to college and navigation throughout their college years
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