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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 0000-0002-0507-301X), Williams, Michael Steven (ORCID 0000-0002-3578-279X), Lourdes, Alexandra
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
FullText Text:
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  Data: Analyzing the Relationship between Campus Environments and Academic Self-Efficacy in College
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  Data: <searchLink fieldCode="AR" term="%22Museus%2C+Samuel+D%2E%22">Museus, Samuel D.</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0002-0507-301X">0000-0002-0507-301X</externalLink>)<br /><searchLink fieldCode="AR" term="%22Williams%2C+Michael+Steven%22">Williams, Michael Steven</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0002-3578-279X">0000-0002-3578-279X</externalLink>)<br /><searchLink fieldCode="AR" term="%22Lourdes%2C+Alexandra%22">Lourdes, Alexandra</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Journal+of+Student+Affairs+Research+and+Practice%22"><i>Journal of Student Affairs Research and Practice</i></searchLink>. 2022 59(5):487-501.
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  Data: 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
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  Data: 10.1080/19496591.2021.1967759
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  Data: 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.
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      – Text: English
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      – SubjectFull: Learner Engagement
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