Performance Avoidance, Neurocognition, and Neurophysiology in a Sample of First-Generation College Students

Abstract

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.