TDNet Discover

The purpose of this non-experimental, correlational, and quantitative study was to examine the relationship between transitional adjustment support services and persistence among firstgeneration college students. Within the framework of systems leadership theory, the study emphasized leadership practices that foster first-generation college student persistence. Data from the Beginning Postsecondary Students:12 Postsecondary Education Transcript Study (PETS) and the National Postsecondary Student Aid Study (NPSAS:12) were utilized to estimate a preliminary sample size of 22,500 first-generation students from large public institutions in all 50 states and the District of Columbia during the 2011-2012 academic year. A weighted binary logistic regression and correlation analysis were conducted using PowerStats from the National Center for Education Statistics. Post Hoc analysis was performed. The findings rejected the null hypothesis that transitional adjustment is not related to persistence in first-generation college students. Individual service use did not significantly increase the likelihood of persistence, but combined effects revealed multifaceted connections between transition adjustment service engagement and persistence. The findings implied that system-leadership methods that incorporate feedback, adaptation, and interaction throughout organizational systemic culture and communication activities can improve persistence outcomes for first-generation students.