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Author: Terence Hicks Publisher: ISBN: 9780761862697 Category : African American college students Languages : en Pages : 0
Book Description
College Student Self-Efficacy Research Studies builds upon the usefulness of both quantitative and qualitative research methods and integrates them by providing valuable findings on self-efficacy constructs among a diverse group of college students.
Author: Terence Hicks Publisher: University Press of America ISBN: 0761862706 Category : Social Science Languages : en Pages : 273
Book Description
College Student Self-Efficacy Research Studies offers three uniquely designed sections that provide a unique mixture of research studies conducted on African American, Mexican American, and first-generation college students. This book explores a variety of factors affecting a diverse group of college students including institutional commitment, college adjustment, and social and academic self-efficacy barriers.
Author: Jeton McClinton Publisher: Emerald Group Publishing ISBN: 178560158X Category : Education Languages : en Pages : 299
Book Description
Undergraduate Research is any effort undertaken by an undergraduate that advances their academic knowledge and leads to new scholarly insights. This volume tells the story of undergraduate research programs at Historically Black Colleges and Universities from the voices of faculty mentors, student mentees and UGR program directors and coordinators.
Author: Jacquelyn Francisco (Psychologist) Publisher: ISBN: Category : Electronic dissertations Languages : en Pages :
Book Description
The present study incorporated the person-environment fit theory (PE Fit; Lewin, 1938; Parsons, 1909), retention and attrition theories (Bean, 1980; Tinto, 1975), and social cognitive career theory (SCCT; Lent, Brown, & Hackett, 1994) to examine academic persistence intentions among Black undergraduate students at PWIs (n=103) and HBCUs (n=157). Structural Equation Modeling was used to test a model depicting relationships between contextual (i.e. fit and support), learning experience (i.e. college GPA) and cognitive (i.e. college self-efficacy) variables as hypothesized in SCCT. Results indicated that the hypothesized structural model provided poor fit to the data, self-efficacy did not significantly lead to intentions to persist, and self-efficacy did not mediate the relationship of college GPA on intentions to persist. An alternative structural model based on statistical findings and theoretical foundation was created, where college GPA and fit were found to mediate the effects of self-efficacy on intentions to persist. Multisample analyses revealed no significant difference for the structural model as a function of institution type (i.e. HBCU or PWI). Additional analyses revealed that while students attending HBCUs perceived significantly greater overall fit, and cultural congruity with their environment, students at PWIs indicated significantly higher intentions to persist. Implications for research and practice are discussed.
Author: Publisher: ISBN: Category : Academic achievement Languages : en Pages : 81
Book Description
"African American students who attend Predominantly White Institutions, have not accumulated the same level of success as African American students who attend Historically Black Colleges and Universities. This research explores how social support and psychological student engagement affect the academic success of African American male and female students at Historically Black Colleges and Universities when compared with Predominantly White Institutions. Data was collected from 217 African American students, attending one HBCU and two PWIs. The results of this study indicate that the type of institution students attend has no effect on perceived social support and psychological engagement. Results also indicate that African American students who attend Predominantly White Institutions reported higher grade point averages than African American students who attend Historically Black Colleges and Universities."--Page vi
Author: Faye Z. Belgrave Publisher: SAGE Publications ISBN: 1506333419 Category : Psychology Languages : en Pages : 714
Book Description
African American Psychology: From Africa to America, Fourth Edition provides comprehensive coverage of the field of African American psychology. Authors Faye Z. Belgrave and Kevin W. Allison skillfully convey the integration of African and American influences on the psychology of African Americans using a consistent theme throughout the text—the idea that understanding the psychology of African Americans is closely linked to understanding what is happening in the institutional systems in the United States. The Fourth Edition reflects notable advances and important developments in the field over the last several years, and includes evidence-based practices for improving the overall well-being of African American communities. New to the Fourth Edition Coverage of current issues affecting African Americans and causing changes in the social-political environment include the Black Lives Matter movement, racial trauma, and more. Content from blogs has been added to chapter-opening cover stories to reflect the more modern ways news and information are obtained. More coverage of literature and research on Blacks throughout the diaspora, especially in Africa, provide historical context and documents heterogeneity among African Americans in the United States. Expanded coverage of topics as a result of recent research includes LGBTQ individuals, African American fathers, colorism, intersectionality, electronic cigarettes, social media, and more.
Author: Marissa Ashley Boyd Publisher: ISBN: Category : Languages : en Pages : 160
Book Description
Brief Literature Review: While environmental factors play a role in a student's institutional retention, student attitude and behavior may be just as significant to retention and degree completion. Exposure and prior knowledge of the social conventions of academia can be instrumental in preparing students for achieving success in a higher education setting (Farkas, 1996). Students who do not have family or friends who have been exposed to higher education cannot pass down the key tools to be academically successful in college. Students identifying as first generation are often from lower socioeconomic backgrounds and encounter decreased levels of family support, lessened college expectations, and lower educational values among parents (McConnell, 2000; Terrenzini, Springer, Yaeger, Pascarella, & Nora, 1996). Statement of the Problem: Institutions looking to promote the academic persistence of African American students may find that traditional retention practices may not work as well with students of color. Student retention is widely based on student engagement, including academic and social involvement with the campus community (Kuh, 2005). Identifying the ways in which academic and social supports effect attitudes of African American students towards academic persistence will allow colleges and universities to enhance existing programs or create programs to include support for students specifically through means of academic and social integration. Methodology: The study used a quantitative method to conduct research on all undergraduate African American students currently enrolled at a diverse university located in California's capital. The study employed an electronic survey, and 103 students participated in the research. Conclusions and Recommendations: African American students' most influential form of support came from themselves, indicating a high level of academic self-efficacy. The study revealed that African American students did not engage in academic and social activities on campus events with much frequency, but there seemed to be a slightly higher rate of academic engagement utilizing social informality than purely social activities between African American students and their peers. Understanding the influence of both academic and social support systems on student success, specifically African American student success, may allow institutions to foster or create support systems in alliance with academic programs.
Author: Megan C. Fox Publisher: ISBN: Category : Academic achievement Languages : en Pages : 79
Book Description
The purpose of this study was to examine whether perceived social support was associated with self-efficacy for health promoting behaviors, and whether self-efficacy for health promoting behaviors predicts academic success for college students. Gender differences in perceived social support were also examined. Participants were undergraduate students at a large public university in the Southeast enrolled in an introductory psychology course. Data collection was completed through the use of a demographic form, the Interpersonal Support Evaluation List-College Version (Cohen, Mermelstein, Kamarck, & Hoberman, 1985), The Self-Reported Abilities for Health Practices Scale (Becker, Stuifbergen, Oh, & Hall, 1993), and the acquisition of participants' college GPA from official university records. Perceived social support was found to have a significant positive association with self-efficacy for health promoting behaviors. Significant positive associations accounting for at least 10% of the variance in the dependent variable were found between the total score of perceived social support and the mean composite score of self-efficacy for health promoting behaviors, perceived belonging support and self-efficacy for exercise, perceived appraisal support and self-efficacy for psychological well-being, and perceived appraisal support and self-efficacy for responsible health practices. Gender differences in perceived social support were also found with females reporting greater perceived social support. Females reported greater perceived appraisal, tangible, belonging, and self-esteem support. No relationship was found in this study between self-efficacy for health promoting behaviors and academic success. The results from this study may be useful to college students looking to improve their health and for health professionals working to promote health in the college student population. Choosing a social support intervention is likely to increase self-efficacy for health promoting behaviors, which have been linked to their actual implementation (Von Ah, Ebert, Ngamvitroj, Park, & Duck-Hee, 2004).
Author: Terence Hicks
Author: Torrey Wilson
Author: Terence Hicks
Author: Jeton McClinton
Author: Stephanie L. Jones
Author: Jacquelyn Francisco (Psychologist)
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Author: Faye Z. Belgrave
Author: Marissa Ashley Boyd
Author: Megan C. Fox