Download or read book Relation of Perceived Self efficacy Expectations to Academic Achievement and Persistence of Elementary Accounting I Students at a Community College written by Ronald Lee Schertz and published by . This book was released on 1987 with total page 312 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Dissertation Abstracts International written by and published by . This book was released on 2005 with total page 540 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book American Doctoral Dissertations written by and published by . This book was released on 1993 with total page 704 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book An Examination of the Relationship Between Student Success Courses and Persistance Credential Attainment and Academic Self efficacy Among Community College Students written by Mark Jeffrey Poarch and published by . This book was released on 2015 with total page 300 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to explore the relationship between taking a student success course and the educational outcomes of persistence, credential attainment, and academic self-efficacy at one particular community college in North Carolina. Although previous studies have examined student success courses in relation to persistence and credential attainment, few have included a self-efficacy component. This study filled an additional gap in prior studies by seeking student perceptions about their experience in a student success course. Several major findings emerged from the study. Chi-square results revealed significant relationships between enrollment in the student success course and the outcomes of persistence and credential attainment. In addition, logistic regression results indicated that being younger, enrolling in a developmental education course, attending part-time, persisting, and completing a college credential predicted the likelihood of enrolling in the student success course. ANOVA results also revealed a significant relationship on the Understanding Subscale of the Academic Self-Efficacy Questionnaire for student success course participants as compared to a control group. Student perceptions obtained from a focus group provided further support that taking the student success course positively influenced academic self-efficacy and academic success. Findings from the current student contribute to the growing body of literature that student success courses provide students with certain skillsets and greater confidence to succeed in college. -- From the Abstract, leaves iv-v.
Download or read book Index to American Doctoral Dissertations written by and published by . This book was released on 1989 with total page 1252 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Relationship of Self efficacy Expectations to Academic Performance of Law Students written by Lily Wu Adams and published by . This book was released on 1990 with total page 214 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Resources in Education written by and published by . This book was released on 1994 with total page 726 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Relation of Self efficacy Expectations to Academic Achievement and Retention written by Elizabeth Sutorius and published by . This book was released on 1986 with total page 110 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Exploring the Relationships Between Self efficacy and Student Success and Persistence at the Community College a Dissertation written by Shelley J. Fortin and published by . This book was released on 2007 with total page 330 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book The Influence of Teacher and Institutional Support on Academic Self efficacy Academic Outcome Expectations and Academic Interest written by Maureen Quiles Ponce and published by . This book was released on 2018 with total page 189 pages. Available in PDF, EPUB and Kindle. Book excerpt: While college and career readiness benchmarks were created to provide evidence that a student is academically ready to succeed in a post-secondary educational setting, many high school graduates do not reach these academic benchmarks, and of students who go on to college, many do not complete their bachelor’s degree. Furthermore, current college and career readiness markers neglect to consider non-academic factors despite research suggesting that psychosocial factors strongly influence readiness beyond academic performance. The literature supports the premise that other powerful forces, namely social-cognitive factors also shape learning and performance, which in turn shapes academic and career outcomes. Self-efficacy emerged as an important social-cognitive factor which can influence academic readiness and by extension, college and career readiness as it affects the ability to adapt and meet varying academic demands and is a key construct in career identity development and interest development. To address this gap, this quantitative study used a modified model of Social Cognitive Career Theory to examine the influence of the learning environment on the academic self-efficacy beliefs, academic outcome expectations, and academic interest of undergraduate college students. The primary research focus was to study the relationship of the students’ perceptions about the level of teacher and institutional support to their beliefs about their ability to complete academic tasks, expected outcomes, and academic interests or persistence. Data was collected from 158 undergraduate college students to answer the research questions. The results of the study found that academic interest was statistically significant in mean between upper and underclassman undergraduate college students. Teacher support explained a significant amount of variance in academic self-efficacy and academic outcome expectations. Additionally, academic self-efficacy and academic outcome expectations were correlated. Institutional support explained a significant amount of variance in academic outcome expectations, and academic outcome expectations explained a significant amount of variance in academic interest. Finally, no relationship was observed between institutional support to academic self-efficacy nor between academic self-efficacy and academic interest. Implications, limitations, and further research recommendations are discussed for school counselors, teachers, administrators, and counselor educators as they relate to addressing the college and career readiness needs of the student.
Download or read book The Relationship Between Self efficacy Expectations for Academic Achievement and Its Antecedents written by Josephine R. Galliher and published by . This book was released on 1998 with total page 314 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Relations Among Self efficacy Academic Achievement Resource Utilization and Persistence in a Sample of Nontraditional College Students written by Betty McCue-Herlihy and published by . This book was released on 1997 with total page 254 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book College Self efficacy and Campus Climate Perceptions as Predictors of Academic Achievement in African American Males at Community College in the State of Ohio written by Jacquelyn R. Jones and published by . This book was released on 2014 with total page 155 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was (a) to provide an analysis of the levels of college self-efficacy and of the campus environmental perceptions of African American males at rural, urban, and suburban two- year community colleges in the state of Ohio and (b) to determine whether there was a statistically significant relationship between college self-efficacy, campus environmental perceptions, and academic achievement at these types of community colleges (rural, urban, and suburban) in Ohio. Further, the study examined whether academic achievement could be predicted from academic self-efficacy and campus environmental perceptions at community colleges in the state of Ohio. Descriptive statistics and a chi-squared analysis were employed in this study to determine that respondents were representative of the entire population or sample. A correlational analysis revealed a statistically significant positive correlation between college self-efficacy and campus environment. This correlation suggests that students who perceive a more positive environment tend to have higher college self-efficacy. A statistically significant positive correlation also was found between college environment and two specific dimensions of college efficacy: course efficacy and social efficacy. Multiple regression analysis revealed that college self-efficacy is a significant predictor of expected GPA among African American males in two- year community colleges, but college environment was not a statistically significant predictor. Results of the regression analysis also indicated that course self-efficacy and social self-efficacy (the two components of college self-efficacy) were statistically significant predictors of expected GPA, but college environment was not. Results of the regression analysis revealed that college self-efficacy was a statistically significant predictor of past-term GPA, but college environment was not. Neither course self-efficacy nor college environment predicted past-term GPA, whereas social self-efficacy and college environment were statistically significant predictors of past-term GPA. Additionally, results of the regression analysis showed that the interaction was not statistically significant, meaning that the influence of campus environment on academic achievement did not vary based on the level of course efficacy or on the two components of college self-efficacy (course self-efficacy and social self-efficacy) among African American males in two-year community colleges. Results of this study suggest that student affairs practitioners, administrators, faculty members, and policymakers should be present as role models for African American male community college students. Results also suggest that administrators (especially those who pair African American male students with faculty mentors) should focus on increasing the college self-efficacy of this particular student population.
Download or read book The Relationship Between Faculty Confirmation Behaviors and Community College Student Self efficacy written by Deidra Peaslee and published by . This book was released on 2016 with total page 178 pages. Available in PDF, EPUB and Kindle. Book excerpt: Nearly half of all college students in the United States begin at community colleges, including higher numbers of students coming from backgrounds which have been historically underrepresented in higher education. Despite record numbers of new students enrolling at community colleges, the number of students who are retained at the institution long enough to be deemed successful, either through transferring or graduating remains largely unchanged and is inadequate to reduce the achievement gap. One theory is that some students enter college with little confidence in their ability to be successful and faculty members are in a unique position to impact student self-efficacy, which ultimately may impact student success. A literature review explores the different ways self-efficacy is tied to college student success and ways the classroom can be used before quantitatively assessing whether a relationship exists between confirmation behaviors employed by faculty members in the classroom and changes in reported academic self-efficacy of students. The research was conducted through a causal comparative matched pair design with Midwestern community college students during their first semester. The results support a relationship between change in self-efficacy and perceived faculty confirmation (rs= .212, n=70, p=.039*), particularly for female students (rs=.331, n=35, p=.026*) and for those students where neither parent completed a degree higher than high school (rs=.316, n=46, p=.016*).
Download or read book The Relationship Between Self Beliefs And Academic Achievement written by Kayode Nuga and published by LAP Lambert Academic Publishing. This book was released on 2014-03 with total page 152 pages. Available in PDF, EPUB and Kindle. Book excerpt: In response to the seemingly pervasive and intractable question of the academic achievement gap between minority Black and Hispanic students on the one hand and their urban white counterparts on the other, most scholarly efforts have hitherto been directed at the so-called hard variables such as family structure and family process, the student's environment both at home and at school and the socio-economic status of their parents as the likely culprits. Taking a cue from other studies that have attracted little scholarly and which have showed students pointing at psychological factors as having the greatest effect on their academic achievement, this study set out to examine the influence of two of such factors - perceived self-efficacy and locus of control - on two identical groups of students. The consistent difference in the scores between these two groups of students on the instruments devised to measure the two factors identified the so-called soft variables - perceived self-efficacy and locus of control - as trumping all other factors and as worthy of more attention by researchers as well as stakeholders in education.
Download or read book Exploring the Relationship Between Self efficacy Academic Success and Persistence for Adult Undergraduate Students in Urban Universities written by Debra Jean Fenty and published by . This book was released on 2019 with total page 132 pages. Available in PDF, EPUB and Kindle. Book excerpt: Persistence to graduation for adult undergraduate students has been challenging for decades. Many adult learners enroll into the university with numerous sociodemographic characteristics that can hinder their success. Adult students must manage multiple roles and balance their personal, professional and student roles in order to succeed. Twenty-eight percent of first year undergraduate students will not return to college in their second year (American College Testing, 2012). The purpose of this study is to examine the relationship between self-efficacy, academic success and persistence for undergraduate students through the lens of Donaldson & Graham's (1999) model of college outcomes for adult learners.The sample for this study represented 310 undergraduate students from two large urban public universities in the United States. This study measured the students' level of self-efficacy and academic persistence in college. The following surveys were employed for this study: the New General Self-Efficacy Scale (Chen, Gully and Eden, 2001) and the Social Integration and Persistence Scale (Pascarella & Terenzini, 1980). Because this survey is nearly 40-years old, the researcher employed an exploratory factor analysis on the data which now suggest that there are six factors that measure academic persistence for adult learners in urban universities. These six factors include: (1) intellectual development, (2) peer group interaction, (3) non-classroom faculty interaction, (4) negative faculty interaction, (5) academic aspirations, and (6) university interconnectedness. This study suggests a significant positive correlation between five of the six factors, with exception to the factor: interconnectedness to the university. The findings suggest that there is a significant correlation between self-efficacy and undergraduate credit hours earned, but no significant correlation between self-efficacy and cumulative grade point average. The findings suggest that there is a positive correlation for student persistence factors: intellectual development and student academic aspirations and between the credit hours earned. There is a significant positive correlation for student persistence factors: intellectual development, student academic aspirations, and university interconnectedness and between the GPA. The findings suggest a negative correlation exists between the students' persistence factor: negative faculty interactions and GPA. This study found a significant influence between numerous student sociodemographic characteristics and factors measuring student persistence.
Download or read book A Mixed Methods Study of College Self efficacy and Persistence Among First time Full time Community College Students Enrolled in a Guided Pathway Program and Students Not Enrolled in a Guided Pathway Program written by Roseanne R. Bensley and published by . This book was released on 2018 with total page 374 pages. Available in PDF, EPUB and Kindle. Book excerpt: Perhaps if we had a better understanding between the relationships among indicators of success in college, college student self-efficacy and participation in programs that help students succeed in college, we could improve success rates and persistence in post-secondary education. This mixed methods study sheds light on the relationship among interventions such as the Aggie Pathway program and the College Self-Efficacy Inventory, and persistence of students with a high school GPA of 2.749 or less. E-interview data was used to augment findings from the survey data. The statistical model of point-biserial correlation coefficient was used to estimate the relationship between the independent continuous variables of college self-efficacy scores and the dichotomous dependent variable of persistence. A chi-square test of homogeneity was used to determine the proportion of students who persisted from the fall 2016 semester to the spring 2017 semester using the independent variable participation in the Aggie Pathway program and the dichotomous dependent variable of persistence to the next semester at p
