This study examined stress, coping, and perceived academic goal progress among first- (n = 363) and continuing-generation (n = 325) college students. Stress was significantly related to institutional supports for first- but not continuing-generation students. In addition, institutional supports explained the relation between stress and perceived academic goal progress for first- but not continuing-generation college students. Reflective coping explained the relation between stress and perceived academic goal progress for first- and continuing-generation college students. Contrary to hypotheses, friend and family supports did not explain the relation between stress and perceived academic goal progress for first- or continuing-generation college students. Findings point to the relative importance of institutional supports in understanding links between stress and perceived academic goal progress for first-generation college students.

中文翻译：

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第一代大学生的压力、应对和感知的学业目标进展：机构支持的作用。

本研究调查了第一代 (n = 363) 和下一代 (n = 325) 大学生的压力、应对和感知的学业目标进展。压力与对第一代学生的制度支持显着相关，但与下一代学生无关。此外，机构支持解释了第一代而非后续大学生的压力与感知学业目标进步之间的关系。反思性应对解释了第一代和后续大学生的压力与感知学业目标进步之间的关系。与假设相反，朋友和家人的支持并没有解释压力与第一代或后续大学生的感知学业目标进步之间的关系。