Date of Conferral

11-25-2025

Date of Award

November 2025

Degree

Ph.D.

School

Psychology

Advisor

JoAnn McAllister

Abstract

The global pandemic, COVID-19, had an impact on the academic experiences of all college students. First-generation college students who often experience special challenges in adjusting to academia may have faced additional challenges given the transition to online learning. However, there has been little research focused on the impact of COVID on their adjustment to college. The purpose of this study was to explore the experiences of an unanticipated learning transition among first-generation college students pursuing higher education at a 4-year school, during a global pandemic. The theoretical framework for this study was based on an interactionalist theory focused on the relationship between social interaction and collegiate retention. Eight participants were recruited for semi structured interviews that covered the participants’ overall learning experience, amid the challenges presented by the COVID-19 pandemic. A thematic analysis of interviews was conducted to learn about their unexpected transition into online learning. Themes were identified: (a) online transition, (b) motivation, (c) mental health, (d) university support, (e) self-directed learning, and (f) perceived value of academic experience. Findings revealed insights about first-generation college students’ overall learning experience when the learning environments unexpectedly change. A deeper understanding of students’ experiences during this global health crisis may provide university officials with accurate information on how to best support student learning experiences and contribute to positive social change in similar situations in the future.

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