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

Abstract

Approaches to fostering deeper learning in secondary education are increasing in popularity, yet little is known about the long-term effects of deeper learning attendance for underrepresented learners. This study examined the long-term associations among attendance at a deeper learning secondary school, self-regulated learning beliefs, content knowledge, and four-year postsecondary persistence and degree attainment. Based on a sample of students (N = 534) matched on demographic and academic characteristics, we also tested whether these associations varied for first-generation students. Results provided evidence of positive pathways to persistence and degree attainment primarily through self-efficacy and content knowledge for the matched sample, and revealed specific, facilitative effects for first-generation students. Deeper learning was positively linked to both persistence and degree attainment through reading content knowledge for first-generation students. Findings indicate specific mechanisms by which deeper learning strategies may promote positive secondary and postsecondary outcomes for first-generation students and highlight areas for further study.

Educational relevance and implications statement

Researchers and practitioners have increasingly turned to pedagogical approaches that foster learners' academic mindsets and self-regulated learning beliefs. Active instructional approaches may be beneficial for students who are commonly underrepresented in postsecondary settings. This study examined the effects of attending a deeper learning school on students' self-regulated learning beliefs, measures of academic achievement, and their persistence at and graduation from a four-year college. We specifically examined whether attending a deeper learning school that implemented explicit strategies for promoting cognitive and intrapersonal skills was beneficial for first-generation students. We found that attending a deeper learning school had positive effects on students' self-efficacy beliefs, which in turn promoted content knowledge in reading, mathematics, and science. First-generation students attending a deeper learning school performed better on a measure of reading knowledge, and this effect was associated with higher persistence and degree attainment compared with first-generation students who did not attend a deeper learning school. Our findings suggest that deeper learning strategies may be an effective instructional approach to promoting students' self-regulated learning beliefs, and that first-generation students may benefit specifically from these strategies in the area of reading.