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Testing the Motivational Theory of Role Modeling in First- and Continuing-Generation College Students: A Scale

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This study developed a measure for role model functions, finding first-generation students have less access to academic role models. This impacts academic achievement and commitment.

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Area of Science:

  • Psychology
  • Sociology
  • Education

Background:

  • Role models serve inspirational, behavioral, and possibility-representing functions.
  • Existing measures do not differentiate these role model functions.
  • The Motivation Theory of Role Modeling requires empirical testing of its distinct functions.

Purpose of the Study:

  • Develop and validate a measure distinguishing between the three functions of role models.
  • Test predictions of the Motivation Theory of Role Modeling.
  • Examine role model availability for first-generation and continuing-generation college students.

Main Methods:

  • Conducted four studies with a total of 1,448 participants.
  • Utilized factor analyses to distinguish between role model functions.
  • Assessed the availability of academic role models and its relationship with academic outcomes.

Main Results:

  • Factor analyses confirmed distinct role model functions.
  • First-generation students reported lower availability of academic role models across all functions.
  • Availability of academic role models was positively associated with academic achievement and commitment.
  • Inspirational role models showed the strongest support, potentially acting as a precondition for other benefits.

Conclusions:

  • The Motivation Theory of Role Modeling remains relevant.
  • The developed measure effectively assesses different role model functions.
  • Role model availability is crucial for understanding first-generation college students' academic commitment.