This quantitative study aims to examine how social capital and grit influence academic and professional success among first-generation college students from various socioeconomic backgrounds. Self-reported surveys will be used to collect data on social capital, grit, academic performance, and professional achievement from a sample of first-generation college students. Regression analysis will then analyze the relationships between these variables and determine whether social capital predicts professional performance or grit predicts academic performance differently for students from lower-resourced backgrounds. The findings could help universities better support first-generation students.

1. Quantitative Research Proposal First-Generation College Students...
Quantitative Research Proposal
First-Generation College Students and Resilience at a 4-Year University
Introduction
Statement of the Problem
First-generation college students are the first members of their families to enroll in college.
Frequently, they must navigate the college admissions process, manage their money, and in
some instances, overcome language hurdles. These obstacles may make it difficult for first-
generation college students to achieve academic success, and it is crucial to understand the
numerous elements that might affect their achievements (Almeida et al., 2021). Social
capital is a component that has been investigated in connection to first-generation college
students. Social capital is vital for several reasons, such as giving access to resources,
offering support, and enhancing motivation. In addition, research suggests that social
capital may be especially crucial for first-generation college students, who may have
different access to resources than their classmates. Grit has been examined regarding first-
generation college students. Academic achievement has been linked to grit, characterized as
"perseverance and desire for long-term objectives " (Duckworth et al. 2007)." Individuals
with greater levels of determination are believed to be more inclined to persevere in
adversity.
Purpose of the Study
This research aims to investigate the influence of grit on academic performance for first-
generation college students from various socioeconomic backgrounds and the link between
social capital and professional success in these individuals. First-generation college
students from various socioeconomic backgrounds will be employed as subjects in a
quantitative research design, such as a cross-sectional or longitudinal study. Self-reported
surveys that gauge social capital, grit, professional performance, and academic
accomplishment will be used as data-gathering tools, variables, and resources. Data will be
gathered via the use of anonymous, self-reported surveys and will be examined through the
use of statistical techniques, including regression analysis.
Research Questions and Hypotheses
Research Question 1: Does Social capital predict first-generation college students'
professional performance?
Hypothesis 1: First-generation college students' professional achievement is positively

2. correlated with their social capital
Research Question 2: How well does grit predict academic performance among first-
generation college students from varying socioeconomic backgrounds?
Hypothesis 2: First-generation college students' grit positively correlates with academic
performance. The relationship is higher for those who attend institutions with fewer
resources or have better family support.
Theoretical Perspective
The social capital theory provides the networks and relationships that set privileged
groups or individuals apart from their less-privileged peers (Bourdieu, 1986) will be used,
similar to (Almeida et al.,2021), researching the belief that social capital—resources and
networks from one's social connections—is as crucial for academic achievement. Social
capital may be especially vital to first-generation college students, who may have different
advantages than their classmates.
Another theory applied to this proposal is academic performance linked to grit. Grit, the
ability to persevere in adversity, has been linked to college achievement. In addition, the
engine theory of well-being (Jayawickreme et al., 2012) supports our hypothesis that grit
may affect academic performance. The approach proposes that input, process, and outcome
factors help explain health predictors and outcomes. Perseverance is explored more as a
result than a predictor. Studies of the optimistic attribution style have examined
perseverance in challenging or impossible tasks. (Duckworth & Quinn, 2009). Grit means
sticking with long-term initiatives. Determination and accomplishment are similar yet
separate (Despite negative criticism, grittier people stick to their ambitions (Duckworth &
Quinn, 2009).
Type of Research Design
When researching the connection between social capital, grit, and professional and
academic achievement among students who are the first in their families to attend college, a
quantitative correlation design is one approach that may be used.
Expected Findings
Past studies on students' perseverance in the face of adversity are necessary for success, but
social capital is also essential. Lack of social capital sometimes causes academic difficulties
for first-generation college students (Almeida et al., 2021). First-generation college students
may have diverse college experiences (Garriott et al., 2015). Other Researchers showed
other circumstances, like first-generation college students often encounter particular
obstacles and stressors throughout their transition to higher education, and the family's
influence on these students' experiences is little understood (Capannola & Johnson, 2022).
First-generation college students sometimes lack technological and online platform
expertise. In an online learning setting, individuals may have fewer resources and be less
productive than their peers (Xuefei & Yang, 2021).
The findings of this research will have real-world applications for educational institutions,
particularly universities and colleges, as they relate to assisting first-generation college
students in their pursuit of academic and professional aspirations. The research will help
determine the connection between social capital and professional success among students
who are the first in their families to attend college, as well as the influence that grit has on

3. academic outcomes for students from various socioeconomic backgrounds.
Expected findings will validate that Universities and colleges are in a better position to help
students who are the first in their families to attend college if they have a better grasp of the
variables that determine their performance and can give the necessary resources and
assistance to do so. In addition, the findings of this study will be helpful to academics and
policymakers, who may utilize the results to guide future research and policy choices based
on the outcomes of this study.
References
Almeida, D. J., Byrne, A. M., Smith, R. M., & Ruiz, S. (2021). How relevant is grit? The
importance of social capital in first-generation college students' academic success. Journal
of College Student Retention: Research, Theory & Practice, 23(3), 539-559.
Bourdieu, P. (1986). The forms of capital. In J. G. Richardson (Ed.), Handbook of theory and
research in the sociology of education. New York: Greenwood Press.
Capannola, A. L., & Johnson, E. I. (2022). On being the first: The role of the family in the
experiences of first-generation college students. Journal of Adolescent Research, 37(1), 29-
58. DOI:10.1177/0743558420979144
Duckworth, A. L., Peterson, C., Matthews, M. D., & Kelly, D. R. (2007). Grit: Perseverance and
passion for long-term goals. Journal of Personality and Social Psychology, 92(6), 1087-1101.
https://doi.org/10.1037/0022-3514.92.6.1087
Duckworth, A., & Quinn, P. (2009). Development and Validation of the Short Grit Scale (Grit-
S). Journal of Personality Assessment, 91(2), 166-174.
https://doi.org/10.1080/00223890802634290
Garriott, P. O., Hudyma, A., Keene, C., & Santiago, D. (2015). Social cognitive predictors of
first and non-first-generation college students' academic and life satisfaction. Journal of
Counseling Psychology, 62(2), 253-263. doi: https://doi.org/10.1037/cou0000066
Jayawickreme, E., Forgeard, M., & Seligman, M. (2012). The Engine of Well-Being. Review of
General Psychology, 16, 327 - 342.
Xuefei (Nancy) Deng, & Yang, Z. (2021). Digital proficiency and psychological well-being in
online learning: experiences of first- generation college students and their peers. Social
sciences 106), 192. http:// dx.doi.org/10.3390/socsci 10060192
I need assistance with identifying:
Population
Sample
Participants
Data Collection Instruments
Variables
Materials
Data Collection Procedures
Data Analysis Procedures
Anticipated Ethical Issues