Annotated Bib/Literature Review Form
Authors/ Yr./ Title/ Publisher
Alberta M. Gloria, Jeanett Castellanos,
Veronica Orozco/ 2005/ Percieved Educaional
Barriers, Cultural Fit, Coping Responses, and
Psychological Well-Being of Latina
Undergraduates / Sage Publications
Gloria, A. M., Castellanos, J., & Herrera, N.
(2016). The reliability and validity of the
cultural congruity and university environment
scales with Chicana/o community college
students. Community College Journal of
Research and Practice, 40 (5), 426-438.
Pascarella, E. T., Pierson, C. T., Wolniak, G. C., & outcomes. 3) to determine if the specific
Terenzini, P. T. (2004). First-generation college academic and nonacademic experiences
students: Additional evidence on college
experiences and outcomes. The Journal of
Higher Education, 75 (3), 249-284.
Research Purpose/ Goal/ Objective
To examine the degree to which percieved
educational barriers, cultrual fit, and
coping responses predict the psyhcological
well-being of Latina undergraduates.
To develop, pilot, and validate the
relevance these measures: CCS (cultural
congruity scale) and UES (University
environmental scale) have to the
persistence of chicalo/a students.
1. Comparison of first gen to other college
students. 2. Understand the transition
from HS to college. 3) Persistence of first
gen in college. The purpose of the study
was to expand knowledge on: 1) to
estimate net differences btwn FG and NFG
of academic/nonacademic experience in
college. 2) to estimate the net difference
btwn FG and NFG in cognitive,
psychosocial, and status attainment
influencing cognitive and psychosocial
outcomes differed in magnitude for FG and
NFG.
 To determine how openness to diversity
and challenge is influenced by four diff sets
of variables: student background (pre-
college characteristics), environmental
emphases of the institution attended,
measures of students' academic
experience, and measures of students'
Pascarella, E., Edison, M., Nora, A., Hagedorn, social/nonacademic involvement. Also, to
L., & Terenzini, P. (1996). Influences on determine if the influences on openness to
Students' Openness to Diversity and Challenge diversity and challenge differed in
in the First Year of College. The Journal of magnitude for men vs women and white
Higher Education, 67 (2), 174-195. vs nonwhite students.

To find differnces in first gen students

when looking at pre-college
characteristics, when compared to
traditional students, and to find any
Terenzini, P., Springer, L., Yaeger, P., Pascarella, educational consequences of any
E., & Nora, A. (1996). First-Generation College differences in reading, math, and critical
Students: Characteristics, Experiences, and thinking of first-gens. LOOK AT COGNITIVE
Cognitive Development. Research in Higher DEVELOPMENT FINDINGS TO RELATE TO
Education, 37 (1), 1-22. MENTAL HEALTH ASPECT IN MY STUDY.

Stebleton, M. J., Soria, K. M., & Huesman, R. L.

(2014). FirstGeneration students' sense of
belonging, mental health, and use of
counseling services at public research
universities. Journal of College Counseling,
17 (1), 6-20
To explore first-gen sense of belonging,
mental health status, and use of mental
health services in comparison to non-first
gen students.
Hunt, J., & Eisenberg, D. (2010). Mental health
problems and help-seeking behavior among
college students. Journal of Adolescent To review the literature on college student
Health, 46(1), 3-10. mental health

Vela, J. C., Lu, M. P., Lenz, A. S., Savage, M. C.,

& Guardiola, R. (2016). Positive psychology and
mexican american college students subjective
well-being and depression. Hispanic Journal of
Behavioral Sciences, 38(3), 324-340
ONeal, C. R., Espino, M. M., Goldthrite, A.,
Morin, M. F., Weston, L., Hernandez, P., &
Fuhrmann, A. (2016). Grit under duress: Stress,
strengths, and academic success among non-
citizen and citizen Latina/o first-generation
college students. Hispanic Journal of Behavioral
Sciences, 38(4), 446-466.
Authors/ Yr./ Title/ Publisher
Macdonald, K. T. (2016). An exploration of
protective factors for first generation college
students: Grit, growth mindset, cultural
congruity, and parental encouragement
To examine meaning in life, search for
meaning in life, hope, mindfulness, and grit
and mindfulness influence M.A college
students life satisfaction and depression.
To explore the relationships between grit,
depression, stress, and GPA.
Research Purpose/ Goal/ Objective
to examine whether or not grit, growth
mindset, cultural congruity, and parental
encouragement are
protective for FGCS, such that they are
more strongly associated with positive
college outcomes for FGCS than for
continuing generation college students
(CGCS)

Appleton, J. J., Christenson, S. L., Kim, D., &

Reschly, A. L. (2006). Measuring cognitive and
psychological engagement: Validation of the
student engagement instrument. Journal of
School Psychology, 44(5), 427-445.
Conger, D., & Long, M. (2010). Why are men
failing behind? gender gaps in college
performance and persistence. Annals of the
American Academy of Political and Social To examine the male disadvantage in GPA,
Science, 627 , 184-214. credits earned, and persistence in college.
Specific research/ Q's/ Hypotheses

Looking at well-being (self-acceptance, personal

growth, purpose in life, positive relations,
autonomy, and environmental mastery) in racial
and ethnic minority college student functioning

Do the UES and CCS measurements hold

reliability and validity when used to measure
persistence in Chicano/a students?

To assess the factors influencing students'

learning and cognitive development during
college.
How do first-generation students experience a
sense of belonging and satisfaction in regard to
their educational experience? What might be
the relationship between first-generation
students sense of
belonging on campus and their mental health?
And what is the role of college counselors in
helping first-generation students to persist
toward graduation?
(1) the current state of mental
health in the college student population; (2) risk
factors
among college students; (3) the apparent
worsening in recent
years of mental health in this population, and
potential explanations
for this trend; and (4) the extent to which
students with
mental health problems are receiving
treatment.

To what extent does presence of meaning in

life, search for meaning in life, hope,
psychological grit, and mindfulness impact
Mexican American college students life
satisfaction and depression?

Specific research/ Q's/ Hypotheses

Open questions remain regarding the relative
contribution of family background, pre-
collegiate preparation, and college experiences--
university attended and courses selected, as
examples--to gender differences in college
performance and persistence.
Research Methodology Used (research design, sample, variables, stat treatments, etc.)

Cross-sectional approach, (n=98 latina undergrdauates) Perception of Barriers (POB) scale, University
Environment Scale (UES), Cultural Congruity Scale (CCS), List of Coping Responses (LCR), & Psych well-
being short scale (pwbss).

Quantitative/ measurements: UES, CCS, and the persistence/voluntary dropout decision scale. Two pilot
studies were conducted first followed by two larger corresponding studies.

Longitudinal study/ followed students in the period of three years, sample of sudents were taken from 18
diff colleges/ over 15 states (generalizable). N=3,331. Obtained info on student demographic background
(sex, ethnicity, age, family socioeconomic status, secondary school achievement), aspirations,
expectations of college, and orientations toward learning (educational degree plans, intended major,
measures of academic motivation, openness to diversity, learning for self-understanding, etc).
Qauntitative/ The Student Experience in the Research University (SERU) survey was used to account for
undergrad experience. To measure mental health an open-ended qualitative approach was used, asking
three questions about the students' mental health and their attempt to seek services, the results were
analyzed by the researchers. n=58,017, males (41%) to females (59%). Latinos (6.2%), white (61.3%), asian
(9.3%), A.A (5%), and other (2.1).
Meta-analysis

n=130. The short grit scale was used to measure perseverance and passion for long-term goals. %-point
likert scale. Depression scale- the center for epidemiological depression scale measured students'
depressive symptoms.

Mixed-methods approach. Qualitative interviews were conducted

Research Methodology Used (research design, sample, variables, stat treatments, etc.)

12-item grit scale, was found to be predictive of success over and above other psychological constructs
such as intelligence and conscientiousness.
Longitudinal study
Critique (strength and limitations of the study)

Limitations: Generalizability is limited due to non-

randomization and cross-sectional approach.
Educationally select group of Mexican-Am. Limited use of
stand. measures in coping responses since students
identified their coping systems/methods. Sample
included colege level students vs H.S diploma only.

Strength: conducted two pilot studies to test both scales

CCS and UES. The internal consistency reliability in the
scales were first calculated then the ability of each scale
to predict academic persistence was tested. Cons: more
females than males in the study, although the study was
not a gender diff. focused study- this can cause an
imbalance in generalizability. Not a longitudinal study, so
findings should be interpreted with caution.

Longitudinal study. Alhtough there was a broad range of

students, too few students (A.A, Asian, Latino). Cannot
generalize the results to first-gen and all students in a 4-
yr university.
Strength: cross-cultural study. LARGE sample size,
n=58,017, failry equal representation of males (41%) to
females (59%). Cons: Poor representation of Latinos
(6.2%), white (61.3%), asian (9.3%), A.A (5%), and other
(2.1). The mental health aspect to it was just 3 open-
ended questions that were analyzed by the researchers,
perhaps additionally including an empirical mental helath
measuremnt would have resulted in better findings.
Critique (strength and limitations of the study)
Major Findings
Differences in coping were not differentiated by gen-
status. Acculturative stress occurs more for ppl who spent
more time in host country, but did not differ in reported
perception of ed. Barriers, cultural fit, and well-being
based on gen-status. Findings suggest that other factors (
self-efficacy, time spent working while atending school,
and level of ethnic identity) may have more effect on
academic perception/well-being than gen-status.
Challenging sterotypes/ the latinas in this study valued
higher education and were active in doing so.

Strong internal consistencies were found for both scales.

When used in regression equations, both scales were
significant predictors of academic persistence decisions.

The findings suggest that level of parental

postsecondary education has a significant unique
influence on the academic selectivity of the institution a
student attends, the nature of the academic and
nonacademic experiences one has during college, and, to a
modest extent, the cognitive and noncognitive outcomes
of college. Ironically, first-generation students derived
greater outcome benefits from extracurricular
involvement and peer interaction than other students
even though they were significantly less likely to be
engaged in these activities during college.
Using the Student Experience in the Research University
multi-institutional survey, the authors found that 1st-
generation students tended to report lower ratings of
belonging, greater levels of depression/stress, and lower
use of services compared to non-1st-generation students.
Found that a sense of belonging is significantly related to
mental helath (depression/stress), and first-gen have a
higher freq of reporting this compared to non-first gen.
The data related to mental health suggests that both
groups have mental needs that are not being met, first-gen
slightly higher than non-first gen. Lastly, findings showed
that first-gen seeked mental health services less than
counterpart even though they were aware that they
needed to use the services.
No significance between, life satisfction and grit. No
significance between depression and grit.

Major Findings
In the first semester females earned a slightly higher GPA
than males, female GPAs inc slightly over the semesters
and gender gaps widened by a small amount.
How does this apply to my study?

Apply "well-being:" and coping responses to my study.

Look further into how to measure "well-being" and look
for a relationship btwn coping and stress resonses.

Gives an overview of the UES and other methods I can

consider for future research.
Mental health aspect of this study can relate, but not
when compared to a latino focus study. Mental health
questonnaire consisted of 3 open-ended questions, not an
empirical reliable method.
Can use article to support findings/meaning on grit alone,
but cannot relate grit to depression.

How does this apply to my study?