Abstract
For many first-generation college students (FGCS), college success has not kept pace with college access. Because many students' struggles can be traced to deficits in self-regulated learning (SRL) processes, the purpose of this study was to explore the SRL skills of FGCS. We analyzed the Learning and Study Strategies Inventory, 2nd Edition (LASSI) scores of 914 undergraduate students at a diverse public university. Results show that the effects of generational status and college trajectory on FGCS SRL are complex.
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