The Effects of University Environment, and Its Relationship with Academic Self-efficacy, on African American Students
Author: Eric V. Currence
Publisher:
Published: 2004
Total Pages: 106
ISBN-13:
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Analyzing Self-esteem as a Moderator of the Relationship of Perceived University Environment and Academic Self-efficacy in African American Collegiate Students
Author: Eric V. Currence
Publisher:
Published: 2007
Total Pages: 84
ISBN-13: 9780549076612
DOWNLOAD EBOOKAdditionally, 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.
College Self-efficacy and Campus Climate Perceptions as Predictors of Academic Achievement in African American Males at Community College in the State of Ohio
Author: Jacquelyn R. Jones
Publisher:
Published: 2014
Total Pages: 155
ISBN-13:
DOWNLOAD EBOOKThe 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.
College Student Self-Efficacy Research Studies
Author: Terence Hicks
Publisher: University Press of America
Published: 2014-02-11
Total Pages: 273
ISBN-13: 0761862706
DOWNLOAD EBOOKCollege 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.
The Effect of Self-efficacy on First-generation African-American College Students
Author: Benita Lynn Cabbler
Publisher:
Published: 2021
Total Pages: 109
ISBN-13:
DOWNLOAD EBOOKAs students transition into college, some matriculate with more family, social, and academic support structures than others. Students who are the first in their families to attend college may not have the support necessary to help them succeed, influencing a need for more college resources to assist students with becoming academically successful. The purpose of this quantitative causal-comparative study was to determine if there were significant differences in perceived self-efficacy between first-generation and non-first-generation African American college students. The independent variable was African American college student status: first-generation African American college students and non-first-generation African American college students. The dependent variables were perceived collective self-efficacy, perceived social self-efficacy, perceived academic self-efficacy, and perceived roommate self-efficacy. The College Self-Efficacy Inventory (CSEI), which measures collective self-efficacy and the three psychosocial factors: academic self-efficacy, roommate self-efficacy, and social self-efficacy, was used in this study. There was no significant difference in the collective self-efficacy of first-generation African American college students and non-first-generation African American college students as it relates to college self-efficacy. Additionally, there was no significant difference between the two groups in the subscales of: academic self-efficacy, social self-efficacy, and roommate self-efficacy. Given that self-efficacy is malleable, the results of this casual comparative study can be used by colleges to evaluate current programs and design new programs that meet the needs for first-generation students to be academically successful.
The Impact of a Sense of Belonging in College
Author: Erin Bentrim
Publisher: Taylor & Francis
Published: 2023-07-03
Total Pages: 311
ISBN-13: 1000980375
DOWNLOAD EBOOKSense of belonging refers to the extent a student feels included, accepted, valued, and supported on their campus. The developmental process of belonging is interwoven with the social identity development of diverse college students. Moreover, belonging is influenced by the campus environment, relationships, and involvement opportunities as well as a need to master the student role and achieve academic success. Although the construct of sense of belonging is complex and multilayered, a consistent theme across the chapters in this book is that the relationship between sense of belonging and intersectionality of identity cannot be ignored, and must be integrated into any approach to fostering belonging.Over the last 10 years, colleges and universities have started grappling with the notion that their approaches to maintaining and increasing student retention, persistence, and graduation rates were no longer working. As focus shifted to uncovering barriers to student success while concurrently recognizing student success as more than solely academic factors, the term “student sense of belonging” gained traction in both academic and co-curricular settings. The editors noticed the lack of a consistent definition, or an overarching theoretical approach, as well as a struggle to connect disparate research. A compendium of research, applications, and approaches to sense of belonging did not exist, so they brought this book into being to serve as a single point of reference in an emerging and promising field of study.
Examining the Role of the University Environment, Cultural Congruity, Social Support, and Self-efficacy on the Academic Persistence of Black Students Attending Predominantly White Institutions and Historically Black Colleges Or Universities
Author: Jacquelyn Francisco (Psychologist)
Publisher:
Published: 2014
Total Pages:
ISBN-13:
DOWNLOAD EBOOKThe present study incorporated the person-environment fit theory (PE Fit; Lewin, 1938; Parsons, 1909), retention and attrition theories (Bean, 1980; Tinto, 1975), and social cognitive career theory (SCCT; Lent, Brown, & Hackett, 1994) to examine academic persistence intentions among Black undergraduate students at PWIs (n=103) and HBCUs (n=157). Structural Equation Modeling was used to test a model depicting relationships between contextual (i.e. fit and support), learning experience (i.e. college GPA) and cognitive (i.e. college self-efficacy) variables as hypothesized in SCCT. Results indicated that the hypothesized structural model provided poor fit to the data, self-efficacy did not significantly lead to intentions to persist, and self-efficacy did not mediate the relationship of college GPA on intentions to persist. An alternative structural model based on statistical findings and theoretical foundation was created, where college GPA and fit were found to mediate the effects of self-efficacy on intentions to persist. Multisample analyses revealed no significant difference for the structural model as a function of institution type (i.e. HBCU or PWI). Additional analyses revealed that while students attending HBCUs perceived significantly greater overall fit, and cultural congruity with their environment, students at PWIs indicated significantly higher intentions to persist. Implications for research and practice are discussed.
The Factors Effecting Student Achievement
Author: Engin Karadağ
Publisher: Springer
Published: 2017-05-14
Total Pages: 333
ISBN-13: 3319560832
DOWNLOAD EBOOKThis book focuses on the effect of psychological, social and demographic variables on student achievement and summarizes the current research findings in the field. It addresses the need for inclusive and interpretive studies in the field in order to interpret student achievement literature and suggests new pathways for further studies. Appropriately, a meta-analysis approach is used by the contributors to show the big picture to the researchers by analyzing and combining the findings from different independent studies. In particular, the authors compile various studies examining the relationship between student achievement and 21 psychological, social and demographic variables separately. The philosophy behind this book is to direct future research and practices rather than addressing the limits of current studies.
The Relationship Between Person-environment Congruence and Fundamental Goals for African American and European American, Female College Students
Author: Antonella Stimac Bath
Publisher:
Published: 2003
Total Pages:
ISBN-13:
DOWNLOAD EBOOKAbstract: The main purpose of this study was to investigate the relationship between race (African American and European American, females), congruence and life goals/desires (fundamental goals/motivation sensitivities). In summary, the Self-Directed Search was used to obtain the Holland-personality-types of the participants. Each participant's Holland-environment-code was derived from her college major. The participants' Holland-personality-code and the Holland-environment-code were then used to define individuals (using a first-letter or C-index definition) as congruent or incongruent. Three MANOVAs were conducted with race and congruence as independent variables, and the scales of the Reiss Profile of Fundamental Goals and Motivation Sensitivities as dependent variables. Three ANOVAs were also used to compare African American and European American female college students, as well as congruent and incongruent groups, on total career decision-making self-efficacy (as measured by the Career Decision-Making Self-Efficacy scale-Short Form). In addition, two exploratory MANOVA analyses were conducted to investigate the relationship between the independent variables of race and career decision-making self-efficacy, and the dependent variables of fundamental goals/motivation sensitivities on the Reiss. In general, African American and European American, female college students were found to differ on some of the Reiss scales, while congruent and incongruent individuals did not tend to differ. Results were generally similar, regardless of whether the first-letter or C-index was used to define congruence. Also, African American and European American female college students, as well as congruent and incongruent groups, did not differ in their levels of career decision-making self-efficacy. Finally, Career decision-making self-efficacy was associated with differences in expressed needs/desires and life goals as measured by the Reiss. Results generally suggest that factors such as race and self-efficacy, may impact the fundamental goals/motivation sensitivities expressed by these college students.
The Impact of Exposure to Police Violence on the Academic Self-Efficacy of African American Male College Students
Author: Simone Jones
Publisher:
Published: 2018
Total Pages: 46
ISBN-13:
DOWNLOAD EBOOKIn the United States, African American men have been stereotypically impacted by excessive rates of discrimination, poor mental health outcomes, and underachievement (Franklin & Boyd-Franklin, 2000). Historically, African Americans as a race, have endured one of the nation’s most profound tragedies (Boyd & Franklin, 2000). The recorded emergence of Chattel Slavery beginning in the mid-1770s has had an everlasting impact on the social structure of American society (Elligan & Utsey, 1999). African American men particularly, have been classified as a dysfunctional group of individuals by mainstream society. Unfavorable stereotypes have followed African American men as they have remained targets of racial profiling (Welch, 2007) and continuously obtain limited access to academic achievement (Stoops, 2004). It is of relevance that America gain greater insight into the psychological barriers faced by African American men pursuing academic success. The purpose of this study is to assess the impact exposure to police violence observed through social media, may have on the academic self-efficacy of African American male college students. It is hypothesized, that African American male college students exposed to posts of police violence may experience an increase in negative beliefs regarding their racial identity. Subsequent increases of exposure and negative self-perception may lend to decreases in confidence regarding a student’s ability to perform well in academic domains.
