Abstract

The social cognitive career theory (SCCT) includes several models that predict career and educational choices. The current study used the SCCT framework to understand similarities and differences between first-generation students (FGS) and continuing-generation students (CGS) in their motivations for attending post-secondary education. We focused specifically on person variables (FGS versus CGS), contextual variables (role of support), and self-efficacy as predictors of motivations. In total, 122 FGS and 189 CGS participated, all of whom were current university students at a small Atlantic Canadian university. Participants completed an online survey that assessed motivations for attending university, perceptions of social and institutional support, and college-going self-efficacy. For both groups, the highest-ranked motivation for attending university was the Career/Personal category. First-generation students reported more Help Family and Prove Worth motivations than CGS. Continuing-generation students reported more motivations related to Expectation and Encouragement than FGS. Higher levels of self-efficacy predicted higher levels of Career/Personal, Humanitarian, and Encouragement motivations, and lower levels of Default motivations. Social support predicted higher Career/Personal, Humanitarian, and Expectation motivations. Generally, CGS and FGS were similar in the predictors for each motivational category except for Career/Personal motivations, where Family and Friend Support was a stronger predictor of motivations for CGS. Overall, this study has demonstrated the applicability of SCCT in a Canadian context for FGS versus CGS. Furthermore, it highlights that, as predicted by the SCCT, environmental factors such as social support and self-efficacy have a crucial and similar impact on the motivations for students continuing to pursue higher education.