Testing the Motivational Theory of Role Modeling in First- and Continuing-Generation College Students: A Scale Development Approach

Abstract

The Motivation Theory of Role Modeling suggests that role models can serve three functions for role aspirants –being inspirational, behavioral guides, or representing what is possible. To date, however, no measure exists which can distinguish between these functions or test predictions from this theory. In the current investigation, we conducted four studies (total n = 1,448) to develop such a measure and use it to test predictions in first-generation and continuing-generation college students. Consistent with the theory, items describing these three functions could be distinguished in factor analyses, and first-generation students reported lower availability of academic role models serving all three functions. Availability of academic models serving these three functions was related to greater academic achievement and commitment. Support for nuanced predictions from this theory was mixed, however, with associations for the inspirational model scale being the most supported. Inspirational models appeared to indirectly contribute to benefits theorized to result from other functions, possibly because inspiration is a precondition to those benefits. Broadly, the four studies’ results support the continued relevance of the theory, develop measures to assess availability of each role model type and support relationships of role model availability’s importance for understanding first-generation college students’ reduced commitment to academic goals.