A Cross-Case Analysis of Sophomore Students' Reflections on Self-Efficacy: Signals for Innovative Sophomore Programming
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| Title: | A Cross-Case Analysis of Sophomore Students' Reflections on Self-Efficacy: Signals for Innovative Sophomore Programming |
|---|---|
| Language: | English |
| Authors: | Shelley Price-Williams, Pietro A. Sasso |
| Source: | Higher Education Politics & Economics. 2025 11(2):56-76. |
| Availability: | Higher Education Politics & Economics. 2309 Education Building, Norfolk, VA 23529. Tel: 757-683-4118; e-mail: hepe@odu.edu; Web site: http://ojed.org/index.php/hepe/index |
| Peer Reviewed: | Y |
| Page Count: | 21 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Undergraduate Students, Self Efficacy, Student Attitudes, College Transfer Students, College Housing, Learner Engagement, Self Concept, Social Behavior, Student Motivation |
| ISSN: | 2577-7270 2577-7289 |
| Abstract: | The persistence of sophomores warrants more attention. We used self-efficacy theory to conceptualize how sophomore students described their mastery of course-related tasks, social engagement, and connection, or lack thereof, to the campus and university, and what influenced their confidence. In a qualitative cross-case analysis of data drawn from a sequential mixed-methods explanatory study on the self-efficacy of undergraduate sophomore students (n = 20), we found disparities between low (n = 5) versus high (n = 15) levels of self-efficacy, especially among sophomore transfer students who lived off campus. Findings indicate course-related tasks presented challenges for participants irrespective of self-efficacy scores, engagement was externally motivated, and involvement fostered connectivity and growth in self-efficacy. Implications for practice include the creation of innovative sophomore programming. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1480592 |
| Database: | ERIC |
| Abstract: | The persistence of sophomores warrants more attention. We used self-efficacy theory to conceptualize how sophomore students described their mastery of course-related tasks, social engagement, and connection, or lack thereof, to the campus and university, and what influenced their confidence. In a qualitative cross-case analysis of data drawn from a sequential mixed-methods explanatory study on the self-efficacy of undergraduate sophomore students (n = 20), we found disparities between low (n = 5) versus high (n = 15) levels of self-efficacy, especially among sophomore transfer students who lived off campus. Findings indicate course-related tasks presented challenges for participants irrespective of self-efficacy scores, engagement was externally motivated, and involvement fostered connectivity and growth in self-efficacy. Implications for practice include the creation of innovative sophomore programming. |
|---|---|
| ISSN: | 2577-7270 2577-7289 |
