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035 a| (Sirsi) o1397376878;

035 a| (OCoLC)1397376878;

049 a| EREE;

090 a| LC4069.6;

100 1 a| Winters, Andrea R.,e| author.?| UNAUTHORIZED;

245 10 a| Performance avoidance, neurocognition, and neurophysiology in a sample of first-generation college students /c| by Andrea R. Winters.;

264 1 a| [Greenville, N.C.] :b| [East Carolina University],c| 2023.;

300 a| 1 online resource (167 pages) :b| illustrations;

336 a| textb| txt2| rdacontent;

337 a| computerb| c2| rdamedia;

338 a| online resourceb| cr2| rdacarrier;

347 a| text fileb| PDFc| 4.015 MB2| rda;

538 a| System requirements: Adobe Reader.;

538 a| Mode of access: World Wide Web.;

502 b| Ph.D.c| East Carolina Universityd| 2023.;

502 a| Presented to the Faculty of the Department of Psychology;

500 a| Advisor: D. Erik Everhart;

500 a| Title from PDF t.p. (viewed November 13, 2024).;

520 3 a| What motivates individuals to achieve? This study uses achievement goal orientation theory and the Reinforcement Sensitivity Theory (RST), parallel theories which attempt to explain motivational behavior, to explore relationships between performance avoidance, academic achievement, neurocognition, and physiological arousal in first-generation college students. Performance avoidance, a component of achievement goal orientation, posits that individuals attempt to gain competence by avoiding performing worse than others. This orientation has been associated with negative risk factors and outcomes, such as anxiety, shame, fixed ideas of intelligence, fear of failure, procrastination and disorganization, academic dishonesty, and low GPA. First-generation college students, in comparison to continuing-generation college students, face unique academic, social, and financial challenges when pursuing higher education; thus, their motivational behavior is rife for exploration. Results of the study demonstrated several differences and similarities between first-generation and continuing-generation college students on the study's variables. It is hoped that the findings will support the current and future academic, financial, and psychological success of first-generation college students.;

504 a| Includes bibliographical references.;

650 0 a| First-generation college studentsx| Mental health.=| ^A1065223;

650 0 a| Academic achievement.=| ^A8828;

650 0 a| Goal (Psychology)=| ^A15479;

650 0 a| Motivation in education.=| ^A7949;

653 a| performance avoidance;

653 a| neurocognition;

700 1 a| Everhart, D. Erik,e| degree supervisor.?| UNAUTHORIZED;

710 2 a| East Carolina University.b| Department of Psychology.?| UNAUTHORIZED;

856 40 z| Access via ScholarShipu| http://hdl.handle.net/10342/13174;

949 o| wjh;

994 a| C0b| ERE;

596 a| 1 4;

998 a| 6234529;

999 a| CLICK ON WEB ADDRESSw| ASISc| 1i| 6234529-1001l| JNETm| JOYNERr| Ys| Yt| JNE3ETDu| 9/15/2023x| ETDz| JERESOURCE;

999 a| CLICK ON WEB ADDRESSw| ASISc| 1i| 6234529-2001l| HSLELECm| HSLr| Ys| Yt| HEETDu| 9/15/2023x| ETDz| HERESOURCE;

Performance avoidance, neurocognition, and neurophysiology in a sample of first-generation college students / by Andrea R. Winters.

Author/creator	Winters, Andrea R. author.
Other author	Everhart, D. Erik, degree supervisor.
Other author	East Carolina University. Department of Psychology.
Format	Theses and dissertations
Publication	[Greenville, N.C.] : [East Carolina University], 2023.
Description	1 online resource (167 pages) : illustrations
Supplemental Content	Access via ScholarShip
Subjects	First-generation college students--Mental health. Academic achievement. Goal (Psychology) Motivation in education.

Summary	What motivates individuals to achieve? This study uses achievement goal orientation theory and the Reinforcement Sensitivity Theory (RST), parallel theories which attempt to explain motivational behavior, to explore relationships between performance avoidance, academic achievement, neurocognition, and physiological arousal in first-generation college students. Performance avoidance, a component of achievement goal orientation, posits that individuals attempt to gain competence by avoiding performing worse than others. This orientation has been associated with negative risk factors and outcomes, such as anxiety, shame, fixed ideas of intelligence, fear of failure, procrastination and disorganization, academic dishonesty, and low GPA. First-generation college students, in comparison to continuing-generation college students, face unique academic, social, and financial challenges when pursuing higher education; thus, their motivational behavior is rife for exploration. Results of the study demonstrated several differences and similarities between first-generation and continuing-generation college students on the study's variables. It is hoped that the findings will support the current and future academic, financial, and psychological success of first-generation college students.
General note	Advisor: D. Erik Everhart
General note	Title from PDF t.p. (viewed November 13, 2024).
Dissertation note	Ph.D. East Carolina University 2023.
Dissertation note	Presented to the Faculty of the Department of Psychology
Bibliography note	Includes bibliographical references.
Technical details	System requirements: Adobe Reader.
Technical details	Mode of access: World Wide Web.

Performance avoidance, neurocognition, and neurophysiology in a sample of first-generation college students / by Andrea R. Winters.

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