Academic Self-Efficacy on Persistence in Mexican-American Community College Students PDF Download
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Author: Soodabeh Lahijani
Publisher:
ISBN:
Category :
Languages : en
Pages : 0
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Book Description
Author: Soodabeh Lahijani
Publisher:
ISBN:
Category :
Languages : en
Pages : 0
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Book Description
Author:
Publisher:
ISBN:
Category :
Languages : en
Pages : 232
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Book Description
The purpose of this study was to investigate the academic self-efficacy beliefs of Mexican-American community college student. The study used a mixed-methods approach to assess academic self-efficacy beliefs, to determine the congruence of academic self-efficacy to academic skills, and to identify the types of experiences that shaped academic self-efficacy beliefs. The sample consisted of 428 Mexican-American students from a southern California community college. Academic self-efficacy beliefs were measured using the SELF-A and analyzed across a number of demographic variables. Congruence of academic self-efficacy beliefs to academic skill was determined by comparing scores on the SELF-A to self-reported academic outcomes. The sources of academic self-efficacy beliefs were explored through data obtained via additional survey items and through interviews conducted with 16 students from the original sample. Findings indicated that positive academic self-efficacy beliefs existed among the sample. Findings were mixed with regard to the level of congruence between academic self-efficacy beliefs and academic skill. The four sources of academic self-efficacy identified in past research applied to the academic self-efficacy beliefs of the students in the sample, but in ways that differed from what past research had suggested with other student populations. Additional sources of academic self-efficacy that were equally influential were identified. Given the poorer academic outcomes of Mexican-American community college students compared to other student populations, the findings of the study were used to propose cost-effective practices and programs intended to improve the academic outcomes of this group.
Author: Richard Kirk
Publisher:
ISBN:
Category : Mexican Americans
Languages : en
Pages : 298
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Book Description
Author: Carlos C. Peña
Publisher: Universal-Publishers
ISBN: 1612339522
Category : Education
Languages : en
Pages : 142
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Book Description
The purpose of this study was to examine the complexities of successful attainment and achievement of 10 Mexican American males in a rural Southwest community college. This study strives to offer insights concerning the questions: (a) what behavioral patterns of current family, peers, and conditions in school have influenced the educational decisions of these Mexican American males? and (b) what social conditions motivate these Mexican American males to seek and achieve higher education despite adversity? This qualitative research was also aimed at establishing and understanding how a selected number of Mexican American males have achieved academic success. The researcher chose 10 men with either an associate of arts or an associate of science degrees for an in-depth interview and used a semi-structured interview guide in an effort to prompt oral discourse. The interviewer posed questions concerning academic conditions, family impact, college environment, and financial issues. The responses to the questions led to similar themes involved in these students' course completion and graduation. The researcher used a theoretical framework using Bandura's Social Learning Theory (1977) in which he suggests that not only environmental factors, but motivational factors along with self-regulatory mechanisms affect an individual's behavior. This research illustrated the conditions that facilitated reaching the participant's educational goal and mission, which was to complete a two-year degree at the community college. The inquiry examined the behavioral patterns that have been an influence on the educational decisions of these Mexican American males, and what social conditions have motivated them to seek and achieve higher education despite adversity.
Author: Terence Hicks
Publisher: University Press of America
ISBN: 0761862706
Category : Social Science
Languages : en
Pages : 273
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Book Description
College Student Self-Efficacy Research Studies offers three uniquely designed sections that provide a unique mixture of research studies conducted on African American, Mexican American, and first-generation college students. This book explores a variety of factors affecting a diverse group of college students including institutional commitment, college adjustment, and social and academic self-efficacy barriers.
Author: Angela Caballero de Cordero
Publisher:
ISBN:
Category :
Languages : en
Pages : 412
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Book Description
The Self-Efficacy--Persistence Model shows that experiences with faculty have a significant effect on self-efficacy and that the resulting self-efficacy is a strong predictor of persistence for both groups. The six propositions identified in the model resulted in statistical significance for both populations.
Author: Albert Bandura
Publisher: Prentice Hall
ISBN:
Category : Juvenile Nonfiction
Languages : en
Pages : 644
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Book Description
Models of human nature and causality; Observational learning; Enactivelearning; Social diffusion and innovation; Predictive knowledge and forethought; Incentive motivators; Vicarious motivators; Self-regulatory mechanisms; Self-efficacy; Cognitive regulators.
Author: Daniel Eugene Macias
Publisher:
ISBN:
Category : College dropouts
Languages : en
Pages : 336
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Book Description
Author: Patricia C. Gandara
Publisher:
ISBN: 0674047052
Category : Education
Languages : en
Pages : 428
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Book Description
Drawing on both extensive demographic data and compelling case studies, this book reveals the depths of the educational crisis looming for Latino students, the nation's largest and most rapidly growing minority group.
Author: Nadia Nicole Cano
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 222
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Book Description
Previous research has noted the importance of investigating contextual factors and their effect on non-persistence (Gloria, 1997; Gloria & Ho, 2003; Gloria & Robinson Kurpius, 2001) but has not investigated their effects on academic achievement. The current study provides support for including psychosocialcultural (PSC) factors and the PSC framework (Gloria & Rodriguez, 2000) in research with Mexican American college students and specifically in the area of understanding the many factors that affect GPA. The current study examined the relationship between the variables of ethnic identity, college course self-efficacy, social support of family and friends, cultural congruity and university environment and the degree to which they predict GPA. Participants of the study consisted of 100 Mexican American undergraduate college students attending a Hispanic-serving university in the southwest. Participants completed a demographic questionnaire and the University Environment Scale (UES; Gloria & Robinson, 1996), College Self-Efficacy Inventory (CSEI: Solberg, O'Brien, Kennel, & Davis, 1993), Perceived Social Support from Family and Friends (PSSFa & PSSFr: Procidano & Heller, 1983), Ethnic identity Scale (EIS; Umaña-Taylor, Yazedjian & Bamaca-Gomez, 2004) and Cultural Congruity Scale (CCS: Gloria & Robinson Kurpius, 1996) online. The hierarchical regression model used to predict GPA was statistically significant, with 19% of the variance in GPA accounted for (R2 = .19, F = 2.71, p = .01). In the first step of the hierarchical regression, college self-efficacy was a significant predictor, accounting for 5% of the variance in GPA (R2 = .05, F = 5.45, p = .02). Exploratory analyses showed correlations between GPA and CSEI course scale (r = .23, p
