Dissertation/Thesis Abstract

Socioeconomic Status and Gender Differences in Self-Efficacy after Completing a College Success Course
by Castles, Megan Marie, Ph.D., Grand Canyon University, 2019, 330; 27546545
Abstract (Summary)

Bandura’s self-efficacy theory was the framework used for this study, which Bandura suggests self-efficacy can affect student’s choice of activities, effort expended, persistence, interest and achievement. Studies have found low-SES and male students are more likely to have lower self-efficacy. The purpose of this quantitative casual-comparative study was to determine if there was a difference in general self-efficacy and self-efficacy in online learning difference scores for first-year students who take an online college success intervention based on students’ SES and gender by using a quantitative causal-comparative pretest posttest design. The sample was comprised of 104 first-year students who started an online program at a university in the southwest region of the United States and completed an online college success course. The MANOVA performed on participants responses to the General Self-Efficacy Scale (GSE) and Self-Efficacy in Online Learning Questionnaire pre and post an online college success course included statistically significant main effects for SES on general self-efficacy, Wilks’s Lambda = .940, F (2, 91) = 2.6, p = (0.049) and for SES by gender interaction, Wilks’s Lambda = .928, F (2, 91) = 3.526, p = (0.034). A Bonferroni correction was applied for univariate effects resulting in a non-statistically significant results. There were non-statistically significant main effects for gender on general self-efficacy, Wilks’s Lambda = .941, F (2, 91) = 2.309, p = (0.105). These findings have implications for future research based off the limitations for this study, and to help determine methods found to improve lower-SES and male students general self-efficacy and self-efficacy in online learning.

Indexing (document details)
Advisor: Astur, Robert
Commitee: Widner, Robert, Jones, Deborah
School: Grand Canyon University
Department: College of Doctoral Studies
School Location: United States -- Arizona
Source: DAI-A 81/5(E), Dissertation Abstracts International
Subjects: Educational psychology, Higher education, Gender studies, Educational sociology
Keywords: Socioeconomic status, Gender differences, Self-efficacy, Completing a college success course
Publication Number: 27546545
ISBN: 9781392565742
Copyright © 2020 ProQuest LLC. All rights reserved. Terms and Conditions Privacy Policy Cookie Policy