The Interplay of Family Influences, Resilience, and First-Generation College Status in Online Academic Self-Efficacy

This study examined the associations between family career influences, resilience, and online academic self-efficacy among first-generation college students (FGCS) and continuing-generation students ( N = 211; 62% FGCS; 33% White; 88% female). Hierarchical multiple regression analyses tested the effects of family career influence and resilience on online academic self-efficacy, moderating roles of resilience and FGCS status, and group differences across key variables. Results revealed that resilience was the strongest positive indicator of online academic self-efficacy. Contrary to expectations, career-related family influences were not associated with online academic self-efficacy, and no significant group differences emerged between FGCS and continuing-generation students on key study variables. The positive association between family financial support and online academic self-efficacy was strongest among FGCS with higher resilience. Findings underscored resilience as an internal resource for managing online learning demands and the university initiatives that cultivate resilience to augment students’ confidence and academic success in online academic settings.