First-generation college students are less likely to complete their degrees than continuing-generation students, in part due to experiences of educational and socioeconomic adversity. Accounting for adversity and its downstream implications is likely to suggest new interventions that promote resilience and retention of these students. We propose a novel model in which the influence of adversity on long term academic outcomes acts through indicators of stress responding, then through academic avoidance behaviors. The strength of this pathway depends upon both a cognitive processing characteristic that affects stress responding—trait rumination—and levels of enacted family support during college. This perspective suggests specific targets for intervention that include decreasing levels of rumination, increasing levels of family support, and decreasing academic avoidance behaviors for all students, but might be particularly relevant to first-generation students.

中文翻译：

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关于第一代和续代学生的逆境暴露、压力反应和学业保留的新观点

第一代大学生完成学位的可能性低于继代学生，部分原因是教育和社会经济逆境的经历。考虑逆境及其下游影响可能会提出新的干预措施，以促进这些学生的复原力和保留率。我们提出了一个新颖的模型，其中逆境对长期学业成绩的影响通过压力反应指标起作用，然后通过学业回避行为。该途径的强度取决于影响压力反应的认知处理特征——特质反刍——以及大学期间制定的家庭支持水平。这一观点提出了具体的干预目标，包括减少反刍思维、提高家庭支持水平、