Time. We recruited self-reported first- and fourth-year students; however, 32 second- and third-year students completed the study. We therefore treat time as a continuous variable (4-point scale); results persist if we retain only first- and fourth-year participants (SOM). Demographics. gender (Female=-1; Male=1) and race (Non-White=-1; Participants’ White=1) were self-reported (Table 1). Results Table 2 presents means and standard deviations. We present results of linear regressions, in which each dependent variable is regressed on social class, time (centered), gender, and race. Then, we present results from the same regressions, but including an interactive effect of social class and time (Table 3). Interdependent Motives. As hypothesized, we found a significant effect of social class on endorsement of interdependent motives, 95%-CI=[-.38,-.05], b=-.22, SE=.08, students’ First-generation students were more likely to endorse t(328)=-2.56, p=.01, f2=.02. interdependent motives than were continuing-generation students. We found no effect of time on endorsement of interdependent motives, b=.01, students’ 95%-CI=[-.10,.11], and in additional analysis, no interactive SE=.05, t(328)=.10, p=.92, f2<.001, effect of social class and time on interdependent motives, 95%-CI=[-.10,.14], b=.02, SE=.06, indicating consistent endorsement of interdependent motives across t(327)=.39, p=.69, f2<.001, college years. Independent Motives. As hypothesized, we found a significant effect of social class on endorsement of independent motives, 95%-CI=[.07,.31], b=.19, SE=.06, t(328)=3.14, students’ First-generation students were less likely to endorse independent motives than p=.002, f2=.03. were continuing-generation students.
Time. We recruited self-reported first- and fourth-year students; however, 32 second- and third-year students completed the study. We therefore treat time as a continuous variable (4-point scale); results persist if we retain only first- and fourth-year participants (SOM). Demographics. Participants’ gender (Female=-1; Male=1) and race (Non-White=-1; White=1) were self-reported (Table 1). Results Table 2 presents means and standard deviations. We present results of linear regressions, in which each dependent variable is regressed on social class, time (centered), gender, and race. Then, we present results from the same regressions, but including an interactive effect of social class and time (Table 3). Interdependent Motives. As hypothesized, we found a significant effect of social class on students’ endorsement of interdependent motives, b=-.22, 95%-CI=[-.38,-.05], SE=.08, t(328)=-2.56, p=.01, f2=.02. First-generation students were more likely to endorse interdependent motives than were continuing-generation students. We found no effect of time on students’ endorsement of interdependent motives, b=.01, 95%-CI=[-.10,.11], SE=.05, t(328)=.10, p=.92, f2<.001, and in additional analysis, no interactive effect of social class and time on interdependent motives, b=.02, 95%-CI=[-.10,.14], SE=.06, t(327)=.39, p=.69, f2<.001, indicating consistent endorsement of interdependent motives across college years. Independent Motives. As hypothesized, we found a significant effect of social class on students’ endorsement of independent motives, b=.19, 95%-CI=[.07,.31], SE=.06, t(328)=3.14, p=.002, f2=.03. First-generation students were less likely to endorse independent motives than were continuing-generation students.
accessisnotenough_manuscript_r1.docx