Analyzing the Relationship between Campus Environments and Academic Self-Efficacy in College
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| Title: | Analyzing the Relationship between Campus Environments and Academic Self-Efficacy in College |
|---|---|
| Language: | English |
| Authors: | Museus, Samuel D. (ORCID |
| Source: | Journal of Student Affairs Research and Practice. 2022 59(5):487-501. |
| Availability: | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 15 |
| Publication Date: | 2022 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Self Efficacy, College Students, Learner Engagement, Cultural Relevance, Student Development, Cultural Awareness, Cultural Activities, College Environment |
| DOI: | 10.1080/19496591.2021.1967759 |
| ISSN: | 1949-6591 1949-6605 |
| Abstract: | Low persistence and degree completion rates are of paramount concern for higher education researchers, policymakers, and practitioners. There is some evidence that students' success in higher education is partially a function of their self-efficacy beliefs, but little is known about how campus environments shape academic self-efficacy. This study aimed to understand the relationship between culturally engaging campus environments and four-year college students' academic self-efficacy. Authors used regression analysis techniques to analyze a sample of 704 college students at a public four-year university on the East Coast. When controlling for demographic variables and self-reported growth in academic self-efficacy during high school, three of the nine indicators of culturally engaging campus environments were directly associated with positive growth in academic self-efficacy during college. A post-hoc analysis shows that several other indicators of culturally engaging campus environments were also indirectly associated with academic self-efficacy. Implications for research and practice are discussed. |
| Abstractor: | As Provided |
| Entry Date: | 2023 |
| Accession Number: | EJ1375231 |
| Database: | ERIC |
| Abstract: | Low persistence and degree completion rates are of paramount concern for higher education researchers, policymakers, and practitioners. There is some evidence that students' success in higher education is partially a function of their self-efficacy beliefs, but little is known about how campus environments shape academic self-efficacy. This study aimed to understand the relationship between culturally engaging campus environments and four-year college students' academic self-efficacy. Authors used regression analysis techniques to analyze a sample of 704 college students at a public four-year university on the East Coast. When controlling for demographic variables and self-reported growth in academic self-efficacy during high school, three of the nine indicators of culturally engaging campus environments were directly associated with positive growth in academic self-efficacy during college. A post-hoc analysis shows that several other indicators of culturally engaging campus environments were also indirectly associated with academic self-efficacy. Implications for research and practice are discussed. |
|---|---|
| ISSN: | 1949-6591 1949-6605 |
| DOI: | 10.1080/19496591.2021.1967759 |
