The role of generational status as a moderator of the relationship between psychological factors and college outcomes was tested to determine whether it acts as a risk or sensitizing factor. The sample consisted of 322 undergraduate students who completed online measures of self-esteem, locus of control, and academic adjustment and provided self-reports of GPA. The relationship between psychological factors and academic outcomes were strongest among first-generation students and, for the majority of the interactions with locus of control, acted as a sensitizing factor that amplified both the positive and negative effects. In contrast, for self-esteem, first-gen status acted as a risk factor that exacerbated the negative effects.
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