Academic integration and self-efficacy :an exploratory study of at-risk student persistence


Havens, Luisa M.. (2008). Academic integration and self-efficacy :an exploratory study of at-risk student persistence. Theses and Dissertations Collection, University of Idaho Library Digital Collections.

Academic integration and self-efficacy :an exploratory study of at-risk student persistence
Havens, Luisa M.
Problem youth--Education--United States
This study was conducted at a medium-sized, residential, Research II, land-grant institution located in the inland Pacific Northwest region of the United States. The study population consisted of sixty freshmen admitted provisionally (did not meet the regular academic admission criteria) for the fall 2005 semester. The data were collected using three survey instruments containing two scales, the Perceived Academic Self-Efficacy Scale (PASES) and the Academic Integration Scale (AIS). Two logistic regression models, one with pre-entry variables, and another with post-entry variables were calculated to determine if any of the subject variables in the models predicted student persistence into the sophomore year. The pre-entry model containing four variables (ACT composite score, high school GPA, ethnicity, and first generation status) correctly classified 63.3% of the cases. The post-entry model considered four variables: academic major status, CAMP program participation, total credits attempted and cumulative GPA. The model correctly classified 81.7% of the cases. There were significant differences (z[barbelow]=- 2.896, p[barbelow]=.004.) in the mean scores of the perceived self-efficacy index between the first and second administration of the PASES for the sixteen students who completed both instruments. The relationship between participants' perceived academic self-efficacy, as measured by the second administration of the PASES, and their level of academic integration, as measured by the first administration of the AII, was explored using Spearman's Rank Order Correlation. There was a strong positive correlation between the two indexes, r=.579, n=16, p=<.05, indicating that as the perceived academic self-efficacy index scores rose so did the academic integration index scores.
Thesis (Ph. D., Education)--University of Idaho, August 2008.
Major Professor:
George Canney.
Defense Date:
August 2008.
Format Original:
x, 121 leaves :ill. ;29 cm.

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