Nearly half of all college students in the United States begin at community colleges, including higher numbers of students coming from backgrounds which have been historically underrepresented in higher education. Despite record numbers of new students enrolling at community colleges, the number of students who are retained at the institution long enough to be deemed successful, either through transferring or graduating remains largely unchanged and is inadequate to reduce the achievement gap. One theory is that some students enter college with little confidence in their ability to be successful and faculty members are in a unique position to impact student self-efficacy, which ultimately may impact student success. A literature review explores the different ways self-efficacy is tied to college student success and ways the classroom can be used before quantitatively assessing whether a relationship exists between confirmation behaviors employed by faculty members in the classroom and changes in reported academic self-efficacy of students. The research was conducted through a causal comparative matched pair design with Midwestern community college students during their first semester. The results support a relationship between change in self-efficacy and perceived faculty confirmation (rs= .212, n=70, p=.039*), particularly for female students (rs=.331, n=35, p=.026*) and for those students where neither parent completed a degree higher than high school (r s=.316, n=46, p=.016*).
|Commitee:||Germundsen, Richard, Kotz, Paul E., Updaw, Nelson J.|
|School:||Saint Mary's University of Minnesota|
|School Location:||United States -- Minnesota|
|Source:||DAI-A 77/11(E), Dissertation Abstracts International|
|Subjects:||Community college education, Higher education|
|Keywords:||Classrooms, Confirmation, Faculty-student relationships, Self-efficacy|
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