The study investigated motivation and integration dimensions that influence college academic achievement of first-generation students compared to non-first-generation students. Participants included 277 ethnically diverse students attending a community college. Bivariate and multivariate statistical analyses revealed that motivation and integration dimensions contributed significantly to academic achievement for first-generation students, but not for nonfirst-generation students. Specifically, among first-generation students, academic integration contributed to higher grade point averages while extrinsic motivation and amotivation contributed significantly to lower grades. Implications of these finding and recommendations are discussed.
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