The Relationship Between Self-efficacy and Persistence in Adult Remedial Education PDF Download
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Author:
Publisher:
ISBN:
Category : Adult students
Languages : en
Pages : 264
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Book Description
Despite the need, persistence in remediation hovers at 50% (NCES, 2002) while nearly one third of community college enrollees arrive under-prepared (Hess, 2009). Persistence is correlated with academic preparation (Nash & Kallenbach, 2009), and barriers to persistence include a number of demographic barriers (Education, 2006; Labaree, 2006). Self-efficacy may be a barrier influencing persistence and, therefore, successful academic preparation for higher education or employment training. Studies regarding self-efficacy's contribution to behavioral change reveal increased persistence in psycho-social areas (Fabring & Johnson, 2008; Goodwin, Bar, Reid, & Ashford, 2009; Miller & Rollnick, 2002; Wahab, 2005). Since there are minimal studies related to adult education, a study exploring self-efficacy's relationship to persistence in adult education would address the gap in the research. The purpose of this sequential explanatory mixed methods study was to investigate and explore the relationship between self-efficacy and persistence in adult remedial education. Research Questions 1. Relative to their successful completion of their course of study, what is the relationship of student demographic characteristics with the following: general self-efficacy, motivation, academic self-efficacy, and persistence? 2. What is the relationship among general self-efficacy, motivation, academic self-efficacy, and persistence? 3. How do adult remedial education students describe their confidence in their ability to complete their course of remedial study? Phase I survey data (N=75) investigated demographic characteristics related to general self-efficacy, academic self-efficacy, motivation and persistence. No significant correlation between the demographic characteristics and general self-efficacy, academic self-efficacy, motivation or persistence existed, nor was there any significant correlation among these variables, except for general self-efficacy and academic self-efficacy, which did have a significant correlation (r=.56, r2=.32,p
Author:
Publisher:
ISBN:
Category : Adult students
Languages : en
Pages : 264
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Book Description
Despite the need, persistence in remediation hovers at 50% (NCES, 2002) while nearly one third of community college enrollees arrive under-prepared (Hess, 2009). Persistence is correlated with academic preparation (Nash & Kallenbach, 2009), and barriers to persistence include a number of demographic barriers (Education, 2006; Labaree, 2006). Self-efficacy may be a barrier influencing persistence and, therefore, successful academic preparation for higher education or employment training. Studies regarding self-efficacy's contribution to behavioral change reveal increased persistence in psycho-social areas (Fabring & Johnson, 2008; Goodwin, Bar, Reid, & Ashford, 2009; Miller & Rollnick, 2002; Wahab, 2005). Since there are minimal studies related to adult education, a study exploring self-efficacy's relationship to persistence in adult education would address the gap in the research. The purpose of this sequential explanatory mixed methods study was to investigate and explore the relationship between self-efficacy and persistence in adult remedial education. Research Questions 1. Relative to their successful completion of their course of study, what is the relationship of student demographic characteristics with the following: general self-efficacy, motivation, academic self-efficacy, and persistence? 2. What is the relationship among general self-efficacy, motivation, academic self-efficacy, and persistence? 3. How do adult remedial education students describe their confidence in their ability to complete their course of remedial study? Phase I survey data (N=75) investigated demographic characteristics related to general self-efficacy, academic self-efficacy, motivation and persistence. No significant correlation between the demographic characteristics and general self-efficacy, academic self-efficacy, motivation or persistence existed, nor was there any significant correlation among these variables, except for general self-efficacy and academic self-efficacy, which did have a significant correlation (r=.56, r2=.32,p
Author: Rena Latifa
Publisher: European Alliance for Innovation
ISBN: 1631902369
Category : Education
Languages : en
Pages : 482
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Book Description
As an annual event, International Conference on Religion and Mental Health (ICRMH) 2019 continued the agenda to bring together researcher, academics, experts and professionals in examining selected theme by applying multidisciplinary approaches. In 2019, this event will be held in 18-19 September at Auditorium Faculty of Psychology, Syarif Hidayatullah State Islamic University, Jakarta. The conference from any kind of stakeholders related with Religion, Psychology, Social-Political and Social Related Studies. Each contributed paper was refereed before being accepted for publication. The double-blind peer reviewed was used in the paper selection.
Author: Lynette K. Bujack
Publisher:
ISBN:
Category :
Languages : en
Pages : 0
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Book Description
Author: National Research Council
Publisher: National Academies Press
ISBN: 0309219590
Category : Education
Languages : en
Pages : 504
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Book Description
A high level of literacy in both print and digital media is required for negotiating most aspects of 21st-century life, including supporting a family, education, health, civic participation, and competitiveness in the global economy. Yet, more than 90 million U.S. adults lack adequate literacy. Furthermore, only 38 percent of U.S. 12th graders are at or above proficient in reading. Improving Adult Literacy Instruction synthesizes the research on literacy and learning to improve literacy instruction in the United States and to recommend a more systemic approach to research, practice, and policy. The book focuses on individuals ages 16 and older who are not in K-12 education. It identifies factors that affect literacy development in adolescence and adulthood in general, and examines their implications for strengthening literacy instruction for this population. It also discusses technologies for learning that can assist with multiple aspects of teaching, assessment,and accommodations for learning. There is inadequate knowledge about effective instructional practices and a need for better assessment and ongoing monitoring of adult students' proficiencies, weaknesses, instructional environments, and progress, which might guide instructional planning. Improving Adult Literacy Instruction recommends a program of research and innovation to validate, identify the boundaries of, and extend current knowledge to improve instruction for adults and adolescents outside school. The book is a valuable resource for curriculum developers, federal agencies such as the Department of Education, administrators, educators, and funding agencies.
Author: Debra Jean Fenty
Publisher:
ISBN:
Category :
Languages : en
Pages : 132
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Book Description
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.
Author: Andy Nash
Publisher:
ISBN: 9780979326332
Category :
Languages : en
Pages : 100
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Book Description
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: Laurie O. Campbell
Publisher: Academic Conferences and publishing limited
ISBN: 1911218360
Category : Education
Languages : en
Pages : 327
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Book Description
Author: Mark Berends
Publisher: SAGE Publications Limited
ISBN: 1529789443
Category : Education
Languages : en
Pages : 958
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Book Description
The Sage Handbook of Sociology of Education is an international and comprehensive groundbreaking text that serves as a touchstone for researchers and scholars interested in exploring the intricate relationships between education and society. Leading sociologists from five different continents examine major topics in sociology from a global perspective. This timely, thought-provoking Handbook features contributions from leading and emerging sociology scholars, who provide their own cultural and historical perspectives on diverse—yet universal—topics; these include educational policy, social stratification, and cross-national research. 39 Chapters delve into the pressing issues faced by our global society, such as the effects of residential mobility on educational outcomes, gender and ethnic inequalities, and the impact of COVID-19 on early childhood education. Readers will gain a multifaceted view of the contours of educational inequality, from various international perspectives and focusing on country differences, as well as recommendations for expanding the practices, programs, and policies that could reduce the rising tide of inequities—especially for populations most at risk. This Handbook offers rich, diverse perspectives on the interplay between education, social inequality, and human rights around the world, making it an invaluable resource for students, researchers, and practitioners across a range of fields, including sociology, education, and social policy. PART 1: Education and Persistent Inequality PART 2: Social & Family Contexts PART 3: Schools & Educational Policy PART 4: Neighborhoods & Community PART 5: Education & Innovation in a Global Context
Author:
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 748
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Book Description
