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作者 Kamin, Melissa
書名 Academic self-efficacy for sophomore students in living-learning programs
國際標準書號 9781109383355
book jacket
說明 161 p
附註 Source: Masters Abstracts International, Volume: 48-01, page: 0075
Adviser: Karen Kurotsuchi Inkelas
Thesis (M.A.)--University of Maryland, College Park, 2009
This thesis explored which pre-college background characteristics and in-college involvement experiences contributed to academic self-efficacy for sophomore students who participate in living-learning programs compared to sophomores who do not participate in living-learning programs. Using secondary data from the National Study of Living-Learning Programs, 4,700 sophomores were included in the analyses. Two hypotheses were tested. A t-test revealed a significant difference in academic self-efficacy for living-learning and non-living learning students. Astin's Input-Environment-Outcome (I-E-O) model was used as a guiding framework for the second hypothesis. Multiple regression analysis revealed that specific background characteristics, an academic self-efficacy pre-test measure, social environments, academic environments, and positive perceptions of residence hall climates accounted for 26.9% of the variance in academic self-efficacy for living-learning sophomores. For non-living-learning sophomores, these same factors accounted for 17.9% of the variance. Implications for practice and future research are discussed
School code: 0117
Host Item Masters Abstracts International 48-01
主題 Education, Administration
Education, Higher
Alt Author University of Maryland, College Park. Counseling and Personnel Services
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