First-generation student pathways to persistence and degree attainment: The roles of deeper learning and self-regulated learning beliefs

D. Jake Follmer; Megan Hut; Robin Spitznogle; Alysse C. Baker

doi:10.1016/j.lindif.2024.102471

First-generation student pathways to persistence and degree attainment: The roles of deeper learning and self-regulated learning beliefs

D. Jake Follmer
, Megan Hut
, Robin Spitznogle
, Alysse C. Baker

Educational Sciences

Research output: Contribution to Journal › Article › Academic › peer-review

Original language	English
Article number	102471
Journal	Learning and Individual Differences
Volume	113
DOIs	https://doi.org/10.1016/j.lindif.2024.102471
Publication status	Published - Jul 2024

Funding

Funding supporting this project is based on the Fellowship Program on the Study of Deeper Learning, sponsored by the American Educational Research Association (AERA-SDL) as well as the American Institutes for Research and the Hewlett Foundation .

Funders
American Educational Research Association
AERA-SDL
American Institutes for Research
William and Flora Hewlett Foundation

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10.1016/j.lindif.2024.102471

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title = "First-generation student pathways to persistence and degree attainment: The roles of deeper learning and self-regulated learning beliefs",

author = "Follmer, \{D. Jake\} and Megan Hut and Robin Spitznogle and Baker, \{Alysse C.\}",

year = "2024",

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doi = "10.1016/j.lindif.2024.102471",

language = "English",

volume = "113",

journal = "Learning and Individual Differences",

issn = "1041-6080",

publisher = "Elsevier B.V.",

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TY - JOUR

T1 - First-generation student pathways to persistence and degree attainment: The roles of deeper learning and self-regulated learning beliefs

AU - Follmer, D. Jake

AU - Hut, Megan

AU - Spitznogle, Robin

AU - Baker, Alysse C.

PY - 2024/7

Y1 - 2024/7

UR - http://dx.doi.org/10.1016/j.lindif.2024.102471

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DO - 10.1016/j.lindif.2024.102471

M3 - Article

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VL - 113

JO - Learning and Individual Differences

JF - Learning and Individual Differences

M1 - 102471

ER -

First-generation student pathways to persistence and degree attainment: The roles of deeper learning and self-regulated learning beliefs

Funding

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