Advantages And Mechanisms of Academic Adaptation in First Generation College Students: A Structural Equation Modeling Analysis Based on Peer Support, Collective Belonging, And Alienation

Abstract

This study investigates the advantages and underlying mechanisms of first-generation college  students' academic adaptation, challenging the traditional "cultural deficit" perspective. By  analyzing 313 valid questionnaire responses and employing Structural Equation Modeling  (SEM), the results revealed that, contrary to the cultural deficit perspective's expectation that  "first-generation college students exhibit lower learning engagement," first-generation students  demonstrated significantly better performance than non-first-generation students in terms of  academic resilience, learning drive, learning enthusiasm, and immersive learning. Peer support  showed significant positive correlations with learning engagement (β=0.407) and sense of  collective belonging (β=0.644), and a significant negative correlation with alienation (β=- 0.144). The findings indicate that first-generation college students are not culturally "deprived"  but rather exhibit strong learning resilience and agency. Accordingly, it is recommended that  universities shift their support philosophy, strengthen peer support systems, and foster an  inclusive campus culture to promote the positive adaptation and development of this population.