The Relative Influence of Subjective and Objective Socioeconomic Status on the Noncognitive Development of First-Year College Students

Gregory C. Wolniak; Matthew M. Gregory; Marjolein Muskens

doi:10.1353/rhe.2023.0001

The Relative Influence of Subjective and Objective Socioeconomic Status on the Noncognitive Development of First-Year College Students

Gregory C. Wolniak^*
, Matthew M. Gregory
, Marjolein Muskens

^*Corresponding author for this work

Research output: Contribution to journal › Article › Academic › peer-review

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Abstract

The study examines the associations between socioeconomic status (SES) and noncognitive development in first year college students, distinguish-ing between objective (or absolute) and subjective (or relative) measures of SES. The analyses draw from longitudinal data capturing college students(N = 2,488) at the start of the first year of college and again towards the end of the same academic year, across 25 public four-year colleges and universities within a single state higher education system. Results highlight the importance of subjective status, over and above objective status, and suggest strategies that may inform college and university support.

Original language	English
Pages (from-to)	311-342
Number of pages	32
Journal	Review of Higher Education
Volume	46
Issue number	3
DOIs	https://doi.org/10.1353/rhe.2023.0001
Publication status	Published - 1 Mar 2023

Keywords

&nbsp
noncognitive development
college students
subjective status
objective status
ACADEMIC SELF-EFFICACY
SOCIAL-CLASS
HIGHER-EDUCATION
COLLEGE-STUDENTS
SENSE
IMPACT
GROWTH
INTERVENTION
CONSEQUENCES
PERFORMANCE

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Cite this

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title = "The Relative Influence of Subjective and Objective Socioeconomic Status on the Noncognitive Development of First-Year College Students",

abstract = "The study examines the associations between socioeconomic status (SES) and noncognitive development in first year college students, distinguish-ing between objective (or absolute) and subjective (or relative) measures of SES. The analyses draw from longitudinal data capturing college students(N = 2,488) at the start of the first year of college and again towards the end of the same academic year, across 25 public four-year colleges and universities within a single state higher education system. Results highlight the importance of subjective status, over and above objective status, and suggest strategies that may inform college and university support.",

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author = "Wolniak, \{Gregory C.\} and Gregory, \{Matthew M.\} and Marjolein Muskens",

note = "data source: 2018 University System of Georgia{\textquoteright}s (USG) Getting to Know Our Students Survey",

year = "2023",

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doi = "10.1353/rhe.2023.0001",

language = "English",

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AU - Wolniak, Gregory C.

AU - Gregory, Matthew M.

AU - Muskens, Marjolein

N1 - data source: 2018 University System of Georgia’s (USG) Getting to Know Our Students Survey

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N2 - The study examines the associations between socioeconomic status (SES) and noncognitive development in first year college students, distinguish-ing between objective (or absolute) and subjective (or relative) measures of SES. The analyses draw from longitudinal data capturing college students(N = 2,488) at the start of the first year of college and again towards the end of the same academic year, across 25 public four-year colleges and universities within a single state higher education system. Results highlight the importance of subjective status, over and above objective status, and suggest strategies that may inform college and university support.

AB - The study examines the associations between socioeconomic status (SES) and noncognitive development in first year college students, distinguish-ing between objective (or absolute) and subjective (or relative) measures of SES. The analyses draw from longitudinal data capturing college students(N = 2,488) at the start of the first year of college and again towards the end of the same academic year, across 25 public four-year colleges and universities within a single state higher education system. Results highlight the importance of subjective status, over and above objective status, and suggest strategies that may inform college and university support.

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KW - ACADEMIC SELF-EFFICACY

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KW - IMPACT

KW - GROWTH

KW - INTERVENTION

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The Relative Influence of Subjective and Objective Socioeconomic Status on the Noncognitive Development of First-Year College Students

Abstract

Keywords

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