Abstract
ABSTRACT Previous studies show that familial support promotes first-generation college students’ (FGCS) academic and social adjustment, but limited research has examined the impact of having older siblings who attended college. In this longitudinal study, 169 FGCS completed online questionnaires assessing academic and psychosocial factors at the beginning and end of their first year. Controlling for potential confounds in multivariate regressions, parent support was positively associated with subjective indicators of academic and social adjustment. Having older sibling(s) with college experience was positively associated with social adjustment when parent support was low, demonstrating an interaction effect. I discuss practice implications and future directions.
Sign-in/Register to access full text options 
Free) 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a call
