Perceived Self-efficacy as a Predictor of Academic Performance in College Freshmen PDF Download
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Author: Nancy Rogers Foster
Publisher:
ISBN:
Category : ACT Assessment
Languages : en
Pages : 104
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Book Description
Author: Nancy Rogers Foster
Publisher:
ISBN:
Category : ACT Assessment
Languages : en
Pages : 104
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Book Description
Author: Tesia T. Marshik
Publisher:
ISBN:
Category :
Languages : en
Pages :
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Book Description
ABSTRACT: Self-control predicts many important developmental outcomes including achievement, emotional stability, and successful social relationships. The potential for self-control to predict academic achievement in college students is particularly important because few good predictors of academic achievement in college students exist and college retention and graduation rates are decreasing. The purpose of the present study was to identify factors that predict self-control and GPA in college students. Participants included 163 undergraduate students at the University of Florida who completed take-home self-report questionnaires. A recursive path analysis was used to test a model relating students' role models, possible selves, perceived self-efficacy, perceived self-control skills, and GPA. Partial support for the model was found, as total role models predicted the number of balanced possible selves; the number of balanced possible selves predicted Delay of Gratification; perceived self-efficacy predicted perceived self-control; and Planful Thinking predicted GPA. These results are consistent with social cognitive theory, as role models influenced students' possible selves, which in turn influenced students' self-control skills and academic achievement. However, the lack of relationships among some of the variables indicates that more research is needed to examine the relationships among role models, possible selves, and self-control. In particular, researchers should use domain-specific measures of academic possible selves and academic self-control to predict students' academic achievement.
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: Stephen P. Becker
Publisher:
ISBN: 9780549091332
Category : For-profit universities and colleges
Languages : en
Pages : 119
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Book Description
General self-efficacy was correlated r= .18 with GPA (p
Author: M. Lee Upcraft
Publisher: Jossey-Bass
ISBN:
Category : Business & Economics
Languages : en
Pages : 486
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Book Description
The Freshman Year Experience presents an authoritative, comprehensive guide to the policies, strategies, programs, and services designed to ensure student achievement in the first year of college--and so to facilitate student retention and academic success in subsequent years.
Author: K. Ann Renninger
Publisher: Cambridge University Press
ISBN: 1316832473
Category : Psychology
Languages : en
Pages : 1172
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Book Description
Written by leading researchers in educational and social psychology, learning science, and neuroscience, this edited volume is suitable for a wide-academic readership. It gives definitions of key terms related to motivation and learning alongside developed explanations of significant findings in the field. It also presents cohesive descriptions concerning how motivation relates to learning, and produces a novel and insightful combination of issues and findings from studies of motivation and/or learning across the authors' collective range of scientific fields. The authors provide a variety of perspectives on motivational constructs and their measurement, which can be used by multiple and distinct scientific communities, both basic and applied.
Author: Bonnie L. Stewart
Publisher:
ISBN:
Category :
Languages : en
Pages : 194
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Book Description
Author: Myra Sadker
Publisher: Simon and Schuster
ISBN: 1439125236
Category : Education
Languages : en
Pages : 372
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Book Description
Failing at Fairness, the result of two decades of research, shows how gender bias makes it impossible for girls to receive an education equal to that given to boys. Girls' learning problems are not identified as often as boys' are Boys receive more of their teachers' attention Girls start school testing higher in every academic subject, yet graduate from high school scoring 50 points lower than boys on the SAT Hard-hitting and eye-opening, Failing at Fairness should be read by every parent, especially those with daughters.
Author: Ronald Lee Schertz
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 312
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Book Description
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.
