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This study applies person-in-environment theory to examine how financial attitudes, behaviors, and resources shape financial wellness. Using the multi-institutional Study on Collegiate Financial Wellness, it compares first-generation and continuing-generation students at four-year public institutions across funding sources, financial knowledge, optimism, strain, and self-efficacy. Results show loan and credit reliance patterns and mixed score reversals across knowledge, self-efficacy, optimism, and strain.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/financial-wellness-of-first-generation-college-students-abstract/599317/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/financial-wellness-of-first-generation-college-students-abstract/599317.png","ImageObject",300,407,{"name":92,"@type":93},"WPS_1790064749","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-29","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":29},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What financial factors does the study use to assess first-generation students’ financial wellness?","Question",{"text":112,"@type":113},"It compares educational funding sources and measures of financial knowledge, financial optimism, financial strain, and financial self-efficacy.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How do funding sources differ between first-generation and continuing-generation students?",{"text":117,"@type":113},"First-generation students are more likely to use federal student loans, private student loans, job income, scholarships/grants, and credit cards, while continuing-generation students rely more on parent and family income.",{"name":119,"@type":110,"acceptedAnswer":120},"What do the study’s results suggest about financial strain and financial beliefs?",{"text":121,"@type":113},"First-generation students score higher on average on financial strain, but scores reverse for financial knowledge, financial self-efficacy, and financial optimism.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},599317,1792191150,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":29,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":36},3985747859154,"https://ap-avatar.wpscdn.com/davatar_276721f389ce27ea32af1340a28f341c","FINANCIAL WELLNESS OF FIRST-GENERATION COLLEGE STUDENTS  \nTori I. Rehr  \nThe Ohio State University  \nZayd Abukar  \nThe Ohio State University  \nErica P. Regan  \nThe Ohio State University  \nJacquelyn C.A. Meshelemiah  \nThe Ohio State University  \nAbstract  \nAmong many challenges that first-generation college students face, navigating how to balance the financial costs of college with covering monthly expenses can be particularly challenging. The present study uses the lens of person-in-environment theory to conceptualize how the financial attitudes, behaviors, and resources of first-generation college students contribute to their financial wellness. Data from the multi-institutional Study on Collegiate Financial Wellness are used to compare first-generation students and continuing-generation students at four-year public institutions on sources of educational funding, financial knowledge, financial optimism, financial strain, and financial self-efficacy. First-generation students were significantly more likely to use federal student loans, private student loans, money from a job, scholarships/grants, and credit cards to fund their education, whereas continuing-generation students were more likely to use parent and family income. First-generation students had significantly higher scores on average than continuing-generation students on the financial strain measure; this was reversed for the financial knowledge score, the financial self-efficacy measure, and the financial optimism measure. These results support findings from prior literature that first-generation students may experience greater financial hardship and implicate an impact on attitudes and beliefs around finances.  \nKey words: financial literacy, first-generation students, financial capability, financial wellness  \nPlease direct inquires about this manuscript to: Tori Rehr, [rehr.1@osu.edu](rehr.1@osu.edu)  \nCollege Student Affairs Journal, Volume 40(1), pp. 90-105 ISSN 2381-2338  \nCopyright 2022 Southern Association for College Student Affairs All rights of reproduction in any form reserved.  \n91 College Student Affairs Journal Vol. 40, No. 1, 2022  \ncharacteristics with any analysis of student finances.  \nLiterature Review  \nDefinitions, Characteristics, and Experiences of First-Generation College Students  \nDefinitions ofthe first-generation college student identity vary widely between studies (Pascarella et al., 2004; Peralta & Klonowski, 2017; Sharpe, 2017). Researchers have defined first-generation students as first in their immediate families to attend college (Kabaci & Cude, 2015); students whose parents have never attended college (Ishitani, 2006; Trevino & DeFreitas, 2013); or students whose parents attended some college but did not complete a bachelor’s degree (Ishitani, 2006) . Federal programs tend to define first-generation as a student for whom neither of their parents completed a bachelor’s degree (Ishitani, 2006; Espinoza, 2013; National Center for Education Statistics [NCES], 2018). Most first-generation students are people of color (Chatelain, 2018; Kabaci & Cude, 2015; Trevino & DeFreitas, 2013) . They are also more likely to work in college (parttime and full-time; Martinez et al., 2012); have familial responsibilities (Garza, 2017); rely on credit cards to subsidize educational expenses (Eitel & Martin, 2009); come from lower income families (Gibbons et al., 2019; Williams & Ferrari, 2015); and tend to have lower college completion rates (Ishitani, 2006; Kabaci & Cude, 2015; Wilbur & Roscigno, 2016; Williams & Ferrari, 2015) .  \nAs described, much of the research on first-generation college students focuses on their at-risk disposition relative to continuing-generation college students. However, to fully understand the dynamics underlying differences in retention and success between the groups, onestrain of research suggests we must move beyond individual-level deficit analyses and take into account environmental-and institutional-level factors a","cbCaiuTzdp8I9M7o","https://ap.wps.com/l/cbCaiuTzdp8I9M7o","pdf",1066153,16,"English","# Abstract\n## Definitions, Characteristics, and Experiences of First-Generation College Students\n## Literature Review\n## Cultural Mismatch and Collegiate Experiences\n## Sense of Belonging and Institutional Engagement","[{\"question\":\"What financial factors does the study use to assess first-generation students’ financial wellness?\",\"answer\":\"It compares educational funding sources and measures of financial knowledge, financial optimism, financial strain, and financial self-efficacy.\"},{\"question\":\"How do funding sources differ between first-generation and continuing-generation students?\",\"answer\":\"First-generation students are more likely to use federal student loans, private student loans, job income, scholarships/grants, and credit cards, while continuing-generation students rely more on parent and family income.\"},{\"question\":\"What do the study’s results suggest about financial strain and financial beliefs?\",\"answer\":\"First-generation students score higher on average on financial strain, but scores reverse for financial knowledge, financial self-efficacy, and financial optimism.\"}]","FINANCIAL WELLNESS OF FIRST-GENERATION COLLEGE STUDENTS - Abstract | PDF",1792088549]