Literature Review Research Matrix
Literature Review Research Matrix
Please note that the first row of data is meant as an example. Please read the example article (Garriott, Hudyma, Keene, & Santiago, 2015) as a guide for how to dissect each article assigned.
| Reference | Main Themes/Constructs | Research Questions | Theoretical Framework or Model | Population & Sample description & “N=” | Methodology and Design | Summary of Findings |
| Garriott, P. O., Hudyma, A., Keene, C., & Santiago, D. (2015). Social cognitive predictors of first and non-first-generation college students’ academic and life satisfaction. Journal of Counseling Psychology, 62(2), 253–263. doi: https://doi.org/10.1037/cou0000066 | Academic Progress, academic satisfaction, college outcome expectations, college life efficacy, environmental supports, life satisfaction, positive affect. | What are the predictors of students’ academic and life satisfaction? | Lent’s model of normative well-being. | N=414
Students from two 4-year universities. |
Quantitative, Quasi-Experimental, Multiple Measures. | Results suggested the hypothesized model provided an adequate fit to the data while hypothesized relationships in the model were partially supported. Environmental supports predicted college self-efficacy, college outcome expectations, and academic satisfaction. Furthermore, college self-efficacy predicted academic progress while college outcome expectations predicted academic satisfaction. Academic satisfaction, but not academic progress predicted life satisfaction. |
| DiGuiseppi, G. T., Davis, J. P., Meisel, M. K., Clark, M. A., Roberson, M. L., Ott, M. Q., & Barnett, N. P. (2020). The influence of peer and parental norms on first-generation college students’ binge drinking trajectories. Addictive Behaviors, 103, 1-7. https://doi.org/10.1016/j.addbeh.2019.106227. | First-generation college student’s alcohol use, drinking trajectories of first-generation and continuing generation students, relationship between first-generation status and social norms, binge drinking frequency, parental alcohol problems and norms. | What is the relationship between first-generational students and alcohol use? | NA | N = 1,342
Continuing-generation students (n = 1,117) First-generation students (n = 225) Students from a private university |
Quantitative, experimental, Multiple measures. | Per the analysis and tests, binge drinking frequency reduced over the initial three semesters in college.
The tests were controlled for demographics, substance-free dormitory residence, parental alcohol problems and norms, and researchers found that binge drinking frequency declined more for first-generation status. There was astronger association between parental injuctive norms and binge drinking frequency during the first semester for first generation students than continuing-generation ones. This effect reduced over time for first-genertion students. Peer descriptive norms influence on binge drinked increased for continuing-generation students and remained the same for first-generation students. |
| Ma, P.-W. W., & Shea, M. (2021). First-generation college students’ perceived barriers and career outcome expectations: Exploring contextual and cognitive factors. Journal of Career Development, 48(2), 91–104. https://doi-org.library.capella.edu/10.1177/0894845319827650 | Percieved barriers and career outcome expectations for first-generation students, effect of perceived educational and career barriers on the vocational outcomes expectations of first-generation students | What is the effect of perceived educational and career barriers on the vocational outcome expectations of first-generation students? | NA | N = 153,
Etnically diverse From public universities |
Quantitative, correlational, Multiple measures | Per the moderational analysis, the campus connectdness significantly moderated for FGCS experiencing low or average level campus connectdness, higher levels of barriers were related to more negative career outcome expectations.
Per the mediation analysus, perceived barriers were related to career outcome expectations, mediated by sense of coherence. The other social variables were not statistically significant moderators. |
| O’Hara, E. M. (2022). Latino student retention: A case study in perseverance and retention. Journal of Hispanic Higher Education, 21(3), 315-332. https://doi.org/10.1177/1538192720968509 | Student perserverance and retention, lived experience of first-generation latino college students, supportive system, respect for the culuture. | What are the lived experiences of first-generation latino students in a four-year higher education setting? | NA | NA | Qualitative, Case study | A supportive system and respect for culuture were linked to higher latino studentretention.
Leaving the comfort zone is needed to grow academically and personally. |
| Roksa, Silver, B. R., Deutschlander, D., & Whitley, S. E. (2020). Navigating the first year of college: Siblings, parents, and first‐generation students’ experiences. Sociological Forum, 35(3), 565–586. https://doi.org/10.1111/socf.12617 | College education, socioeconomic status and college entry, cultural capital, social mobility. | Hypothesis: Exposure to education can benefit indivduals and their families. | Cultural Capital theory | NA | * Quantitative, correlational.
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The experience of younger college students does not depend on older siblings, unless they attended the same insititution.
Topics and nature if conversations between students and parents differ between families with or without college-educated siblings. Support from parents influences the benefit of having college-educated siblings in relation to student’s engagement. |
(Literature Review Research Matrix)
