Date of Conferral

2023

Degree

Ph.D.

School

Psychology

Advisor

Charles Diebold

Abstract

First-generation college students experience more negative emotional states and higher stress levels than their continuing generation peers, take approximately two years longer to complete undergraduate degree programs, and are less than one percent likely to re-enroll in college. Mindfulness skills have been reported to alleviate anxiety and stress, improve adjustment to college, and improve academic performance, but a gap in the literature existed specific to first-generation college students. Guided by the theory of planned behavior and the monitor and acceptance theory, the purpose of this quantitative study was to examine the relationship between trait mindfulness skills and retention risk in 221 first-generation undergraduate students. Multiple linear regressions were conducted to determine the combined and relative effects of subscale scores of the Five Facet Mindfulness Questionnaire—Short Form (FFMQ-SF) in accounting for variance in each of four subscales of the Theory of Planned Behavior on Student Retention in College Scale (TPBSRCS). The five FFMQ-SF subscale scores best predicted variance in self-efficacy towards course and were least effective in accounting for variance in norms about course completion. As indexed by Johnson’s ε relative weight, the FFMQ-SF observe and nonreact subscale scores were the most important predictors, on average, across all four TPBSRCS subscale models. Specific to TPBSRCS intention to withdraw, FFMQ-SF actaware and describe subscale scores were most important. In general, significant relationships were found between trait mindfulness skills and retention risks that could inform institutional mindfulness programs to address retention risk in first-generation students leading to positive social change.

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