We revisit Katherine Purswell, Ani Yazedjian, and Michelle Toews’ (2008) research regarding the relationship between academic intentions (intention to perform specific behaviors related to learning engagement and positive academic behaviors), parental support, and peer support and self-reported academic behaviors (e.g., speaking in class, completed assignments on time during their freshman year) of first- and continuing-generation college students.
They estimated three separate models for first-generation students (Group 1), students with at least one parent with college experience but with no degree (Group 2), and students with at least one parent with a bachelor’s degree or higher (Group 3). The correlation matrix is presented below.
All of the variables included in the analysis are ordinal measures, with responses coded on a strongly disagree to strongly agree scale.

1. Which group has the most significant correlations? Which group has the least?
2. Interpret the correlation for intention and behavior for the three groups. For which group is the relationship the strongest?
3. The correlation for peer support and intention is highest for which group? Explain.

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Intercorrelations Between Variables Based on Parental Education Groups 3 4 First Generation Students (n = 44) 1. Intention 34* .11 48** 2. Parental Support 24 .15 3. Peer Support .06 4. Behavior Group 2 (n 82) 1. Intention 30** .49** .32** 2. Parental Support .31 .27* 3. Peer Support 38** 4. Behavior Group 3 (n = 203) 1. Intention .18* .37** 44* 2. Parental Support .24** .17* 3. Peer Support .04 4. Behavior