Author: Janet Shepherd
Publisher:
ISBN:
Category : College freshmen
Languages : en
Pages : 128
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Book Description
Students of all backgrounds have a transition period when entering college. However, first-time, first-generation college students encounter more problems and have more difficulties becoming acclimated to college resulting in decreased first-year retention rates for first-generation students. These problems and difficulties are related to course work, socialization, and roommate issues. Research has shown that self-efficacy and collective efficacy are important in student achievement. This research study explored if there was a difference in student perception of self-efficacy among male and female first-year, first-generation college students and male and female first-year, non-first-generation college students. A quantitative, causal-comparative study was conducted utilizing the College Self-Efficacy Inventory (CSEI). A sample size of 151 was utilized; the survey participants included all of the incoming first-year, full-time freshmen (ages 18 and older) at a rural, Midwestern college. The survey was distributed during the first two weeks of the fall 2016 term. Analysis of the survey data was completed using a two-way ANOVA. Overall, the results indicated that first-year, first-generation students had a lower mean CSEI score than that of non-first-generation students, although the difference was not statistically significant. The development of first-generation student self-efficacy by the educational process is at the heart of the teacher-servant Christian tenet. Just as Jesus came to earth to instruct people in the ways of the Father, teachers must also serve and instruct students in the ways of higher education by applying those principles dear to the hearts of all Christians as taught by Jesus Christ. Among the most important tenets taught by Christ was to love God with all your heart (Mark 12:30; Matthew 22:37), to love one’s neighbors (Mark 12:31; Mathew 22:39), and to treat others as you would like to be treated (Luke 6:31; Matthew 7:12). The mission of a teacher, therefore, is to teach the first-generation student as an individual, and not just as an economic entity that fuels the bottom line of a university. At the heart of the teacher-servant attitude is understanding how each student learns and, in particular, identifying stumbling blocks that exist in first-generation students’ lives that are producing impediments to their learning process.
Author: Mindy Mui Vuong
Publisher:
ISBN:
Category : College sophomores
Languages : en
Pages : 308
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Book Description
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: Shayne Gervais
Publisher:
ISBN:
Category : Electronic dissertations
Languages : en
Pages : 180
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Book Description
In modern higher education, retention has become an ever-increasing problem for institutions of higher education. Among those fresh faces arriving on campus are first generation and non-first generation students. Each will arrive with their own ambitions, desires, strengths, and weaknesses. For non-first generation students, there is a perception of having been there before. They have parents or siblings that have attended post-secondary institutions before them, they speak the language, and they know the hoops to jump through. On the other hand, there are first generation students who, other than university employees and administrators, when they arrive may not have a single person that they can speak to concerning their fears and expectations for the first year. This study examined the self-reported levels of self-efficacy and motivation among first year students at a liberal arts college. Second, the survey asked about the students' level of college preparedness, including advanced credit, hours of study per week and course registration. Finally, the survey also collected data on first year challenges typically associated with all first year students including weight gain, sleeplessness, consumption of alcohol and inquired about academic dishonesty. The overarching question that this study aimed to examine was there a difference between self-reported levels of self-efficacy and motivation among first generation and non-first generation students. Secondly, did first year challenges play a factor at all in how they viewed their first year and to compare the two groups for those differences. The results of the quantitative analysis were compiled and there were a number of assumptions that ended up not really having much merit in fact and some others that held true to long held beliefs. The study showed that first generation students do have less self-efficacy than do non-first generation students, however their levels of motivation are not all that different from their classmates. The results also showed some differences concerning how the students handled their first year experiences regarding weight gain and their academic dishonesty. Once the results of the study were known, a number of conclusions and findings were discussed, including recommendations for practice and recommendations for future research.
Author: Tiffany Abeyta
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 236
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Book Description
Over the past two decades we have seen an increase in the number of students who are the first in their family to attend college. Research shows first-generation college students (FGCS) have lower academic success (GPA) than non-first-generation college students (NFGCS). Through this study, I will aim to replicate findings of differences in GPA between FGCS and NFGCS, and examine whther general perceived stress, perceived academic stress, academic self-efficacy, and social support mediated any relationship between generational status and GPA. Data were collected from three groups: 70 FGCS, whose parent(s) did not receive a college degree, 19 students with moderate parental secondary education (MPSE), whose parent(s) earned an associate's degree, and 45 NFGCS, whose parent(s) earned a bachelor's degree or higher. The full sample included 134 undergraduate students, 67 of whom were college freshmen. Participants completed a demographic questionnaire, the Perceived Stress Scale-14, the Academic Stress Subscale, the Academic Self-Efficacy Subscale, and the Inventory of Socially Supportive Behaviors. College GPAs were obtained from the NMHU Office of Institutional Effectiveness and Research. Separate one-way Analyses of Variance (ANOVAs) were used to examine if differences in college GPA, perceived stress, academic stress, academic self-efficacy and social support exists beteween FGCS, students with MPSE, and NFGCS. There were no significant differences in GPA between FGCS, students with MPSE, and NFGCS using the full sample or the freshmen sample (p>.10). There were no significant differences on Perceived Stress Scale scores, Academic Stress Subscale, Academic Self-Efficacy subscale scores, and Inventory of Socially Supportive Behaviors scores between FGCS, students with MPSE, and NFGCS in the full sample or the freshmen sample (p>.10). Using correlations, we also examined if general perceived stress, perceived academic stress, academic self-efficacy and social support are associated with GPA. In the full sample, students with higher GPAs reported less general perceived stress (r=-.21, p
Author: Abbey Armstrong Judge
Publisher:
ISBN:
Category :
Languages : en
Pages : 116
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Book Description
The purpose of this study was to explore the effect of dual enrollment participation on first-generation college students' self-efficacy during their first year of college. The research also sought to understand first-generation college students' perceptions of dual enrollment programs. Data was collected using an instrument comprised of questions adapted from the College Self-Efficacy Inventory and designed by the researcher. One hundred fifty-seven college students enrolled in a Freshman Experience course at three colleges in northeastern Pennsylvania were asked to complete the survey. The data collected from 47 survey respondents who identified as both first-year and firstgeneration college students was analyzed to address the research questions. Data was compared between two groups of students. One group participated in dual enrollment, while the other did not. The results of this data indicated that first-generation college students who participated in dual enrollment had higher college self-efficacy than those who did not. The data also revealed that students who participated in dual enrollment tend to understand the value and purpose of such programs. The results of this study expose a continued need to inform and support first-generation college students with program options like dual enrollment that can positively influence their college selfefficacy and subsequently their transition to college.
Author: Heather R. Highhouse
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 180
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Book Description
Previous research has compared the impacts of college adjustment, belongingness, and academic self-efficacy on first-generation and continuing-generation college students. However, the impacts of these factors on academic success (GPA) and persistence of first-semester, first-generation college students have not been investigated. The primary purpose of this study was to examine college adjustment and belongingness for first-semester, first-generation college students, with a focus on race and gender. This study also examined the impact of academic self-efficacy (i.e., course self-efficacy and social self-efficacy), college adjustment, and belongingness for academic success (GPA) and persistence of these students. The roles of race and gender in relation to the moderators of college adjustment were also explored. Eighty-two students completed measures of college adjustment, belongingness, and academic self-efficacy (i.e., course self-efficacy and social self-efficacy). Participants were recruited via in-class announcements and completed all study measures through an online questionnaire. Results of multiple regression and ANOVAs demonstrated that College Adjustment, Belongingness, and academic self-efficacy (i.e., Course Self-efficacy and Social Self-efficacy), were not statistically significant predictors of Academic Success (GPA) or Persistence in this sample. Results of independent-sample t-tests, however, did reveal a statistically significant difference in the College Adjustment subscale, Institutional Attachment, between males and females. Independent-samples t-tests also revealed a statistically significant difference in first and second semester Academic Success (GPA) for students who Persisted to third semester and those who Did Not. Additional exploratory analysis, chi-square tests, found no significant associations between the impact of Gender, having a Pell Grant, Minority Status, or belonging to an Academic Support Program on Academic Success (GPA) and Persistence. Limitations of the present study and implications for future research along with potential implications of these findings for counselor education, research, and practice were also explored.
Author: Ayeesha J. Hankins
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 174
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Book Description
"More than any other year, the first year poses attrition hazards that institutions must counteract. Studies show that if students make it through their first year in college successfully, the chances of them persisting to their second year improves significantly. Thus, emphasis on first-year success has been and continues to be central to the work of college administrators, faculty, and staff. Research on the first-year seminar has found that participation in these courses positively impacts student retention and academic performance. Furthermore, the literature supports that high academic self-efficacy increases academic performance and persistence in college. Also, high social self-efficacy facilitates a successful social and academic transition to the college environment. However, additional research is needed to determine if self-efficacy is cultivated within the first-year seminar. Thus, the purpose of this quantitative, quasi-experimental study is to investigate if participation in FYS 100 positively influences first-year students' academic and social self-efficacy. Social cognitive theory was the theoretical framework that guided this study. The researcher used the College Self-Efficacy Inventory (CSEI) to measure the constructs of academic and social self-efficacy. Results of the repeated measures ANOVA analyses showed that participation in FYS 100 did not contribute significantly to differences in students' academic self-efficacy and there was no significant interaction between participation in FYS 100 and various demographic variables such as gender, race/ethnicity, and first-generation status on the average academic or social self-efficacy scores of first-year students. One repeated measures ANOVA analysis, however, showed that participation in FYS 100 contributed significantly to differences in students' social self-efficacy scores. Finally, a bivariate correlation analysis was conducted using students' post-course academic self-efficacy scores and final grades in FYS 100 for fall 2016 and showed that there was not a positive statistically significant correlation between the two variables. This study expands the body of literature that addresses how the first-year seminar positively impacts first-year students. Future research suggestions are presented and implications for educational practice are discussed."--Abstract from author supplied metadata.
Author: Beth Moores Stuart
Publisher:
ISBN:
Category : Electronic dissertations
Languages : en
Pages : 173
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Book Description
First-generation students enroll in college expecting to be the first in their families to obtain a bachelor's degree, yet historically; the number of these students who graduate with four-year degrees is much lower than their non first-generation peers (Nunez & Cuccara-Alamin; Choy, 2001; Glenn, 2008). Limited research exists on the psychological/motivational factors on this sub-population of students (McGregor, Mayleben, Buzzanga, Davis, & Becker, 1991; Pascarella, Pierson, Wolniak & Terenzini, 2004). This quantitative study researched fear of failure, procrastination, and self-efficacy of first and non first-generation students to determine if there were differences between the two groups. Gender, ethnicity and income level of students were included in the study to determine what, if any role these variables had on the levels of fear of failure, procrastination and self-efficacy of students. Lastly, fear of failure, procrastination, self-efficacy, gender, generational status, ethnicity, and income were entered into a multiple regression analysis to determine what factors, if any, impacted a student's college success as measured by academic GPA. The study found no significant differences on fear of failure, procrastination and self-efficacy between first and non first-generation students, except on one sub-scale of fear of failure in which first-generation freshmen students were more fearful of having an unknown future than their peers. However, fear of failure appears to be prevalent in various degrees among all the college students in this study. Gender differences for fear of failure, procrastination and self-efficacy were significant. The study found that females have significantly more fear of failure than males, males procrastinate at significantly higher levels than do females, and females have more academic self-efficacy than do males. A multiple regression analysis indicated that gender, iii procrastination, self-efficacy, and ethnicity are predictive of academic success. Females and Caucasian students received higher first-semester GPA's than did males and minority students. Procrastination is negatively associated with GPA, and self-efficacy is positively associated with GPA.
Author: Anne-Marie Nuñez
Publisher: DIANE Publishing
ISBN: 142892728X
Category : College attendance
Languages : en
Pages : 100
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Book Description
