Analyzing Self-esteem as a Moderator of the Relationship of Perceived University Environment and Academic Self-efficacy in African American Collegiate Students PDF Download
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Author: Eric V. Currence
Publisher:
ISBN: 9780549076612
Category :
Languages : en
Pages : 84
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Book Description
Additionally, self-esteem was found to be a positive predictor of academic self-efficacy for the present sample, though a moderating effect was not present, as the author speculated.
Author: Eric V. Currence
Publisher:
ISBN: 9780549076612
Category :
Languages : en
Pages : 84
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Book Description
Additionally, self-esteem was found to be a positive predictor of academic self-efficacy for the present sample, though a moderating effect was not present, as the author speculated.
Author: Jacquelyn R. Jones
Publisher:
ISBN:
Category :
Languages : en
Pages : 155
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Book Description
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.
Author: Eric V. Currence
Publisher:
ISBN:
Category :
Languages : en
Pages : 106
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Author: Sharron Helm
Publisher:
ISBN:
Category :
Languages : en
Pages : 252
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Author: Sara Jimenez Soffa
Publisher:
ISBN:
Category :
Languages : en
Pages : 200
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Book Description
Author: Tameka L. Taylor
Publisher:
ISBN:
Category : African American college students
Languages : en
Pages : 248
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Book Description
Author: Jasmine T. Austin
Publisher:
ISBN: 9781321886177
Category : African American college students
Languages : en
Pages : 74
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Book Description
Studying the self-esteem of African American college students attending Predominantly White Institutions (PWIs) helps us understand how African American students function in situations when their minority status is pronounced. A small number of African Americans enroll in colleges and universities, with a smaller, yet rising percentage attending PWIs (U.S. Census Bureau, 2012). This study examines the self-esteem of the small population of African American students who attend a PWI. Tinto's Theory of Student Departure and Uncertainty Reduction Theory provided a framework for the study. A survey was distributed to identify levels of self-esteem of these students, examine group membership and its relation to self-esteem, and analyze positive and negative experiences while attending a PWI. A total of 68 African American students across 22 universities participated in the study. The findings indicate self-esteem was slightly higher than normal and esteem did not significantly differ by group membership. A content analysis of responses identified 14 themes present in the experiences that update and add to our understanding of the African American experience in a PWI.
Author: Colette Van Laar
Publisher:
ISBN:
Category :
Languages : en
Pages : 618
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Author: Brock Anthony Joseph Mayers
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 114
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Book Description
Despite an increase in the accessibility to higher education by non-traditional populations, there remain a significant number of students that come from families where they are the first to attend and hopefully graduate from college. In addition to the challenges faced by first time college students, first-generation college students (FGS) are faced with their own unique and complex issues. Notably, the relationship between self-perception of academic abilities and academic performance can have an impact on the retention and persistence of this student population. The author frames the issues faced by FGS and deconstruct the role of self-perception, self-esteem and self-efficacy in academic achievement amongst the target population ultimately intended to lead to successful postsecondary outcomes. Seven categories emerged from data content analysis of the data: (a) being an African American male, (b) being a Man of Morehouse, (c) being a FGS, (d) community support, (e) peer support, (f) institutional support and (g) motivation. Based on findings, a student centric success model was designed to support the academic success of the target population.
Author: Alf-Paul Aruna
Publisher:
ISBN:
Category : African American college students
Languages : en
Pages : 118
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Book Description
