Journal article
Classism, Work Volition, Life Satisfaction, and Academic Satisfaction in College Students: A Longitudinal Study
Journal of diversity in higher education, Vol.16(1), pp.66-75
02/01/2023
DOI: 10.1037/dhe0000221
Abstract
Undergraduate students from lower social class backgrounds may experience poorer academic and life satisfaction when encountering classism in higher education. However, few studies have examined links among classism, career, academic, and well-being outcomes among undergraduate students, and existing studies have been cross-sectional. Therefore, this study examined longitudinal relations between classism and academic and life satisfaction in a sample of undergraduate students and examined work volition as a mediator of these relations. With a large sample of undergraduate students surveyed five times over the course of an academic year, we found that institutional classism predicted greater interpersonal classism and lower work volition over time. In turn, work volition predicted both greater academic and life satisfaction over time. This study has implications for understanding factors that affect the retention of students from lower social class backgrounds and how institutions of higher education can intervene to address barriers faced by economically marginalized students.
Details
- Title: Subtitle
- Classism, Work Volition, Life Satisfaction, and Academic Satisfaction in College Students: A Longitudinal Study
- Creators
- Blake A. Allan - Purdue Univ, Dept Educ Studies, W Lafayette, IN 47907 USAPat Garriott - University of DenverShao-Jung 'Stella' Ko - University of DenverHaley M. Sterling - Purdue Univ, Dept Educ Studies, W Lafayette, IN 47907 USAAmanda S. Case - Purdue Univ, Dept Educ Studies, W Lafayette, IN 47907 USA
- Resource Type
- Journal article
- Publication Details
- Journal of diversity in higher education, Vol.16(1), pp.66-75
- Publisher
- Educational Publishing Foundation-American Psychological Assoc
- DOI
- 10.1037/dhe0000221
- ISSN
- 1938-8926
- eISSN
- 1938-8934
- Number of pages
- 10
- Grant note
- Purdue Research Foundation
- Language
- English
- Date published
- 02/01/2023
- Academic Unit
- Psychological and Quantitative Foundations
- Record Identifier
- 9984701723102771
Metrics
1 Record Views