Dissertation/Thesis Abstract

Academic self-efficacy for sophomore students in living-learning programs
by Kamin, Melissa, M.A., University of Maryland, College Park, 2009, 161; 1469460
Abstract (Summary)

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.

Indexing (document details)
Advisor: Inkelas, Karen Kurotsuchi
Commitee: Quaye, Stephen J., Stewart, Greig
School: University of Maryland, College Park
Department: Counseling and Personnel Services
School Location: United States -- Maryland
Source: MAI 48/01M, Masters Abstracts International
Subjects: School administration, Higher education
Keywords: Academic self-efficacy, Living-learning programs, Sophomore students
Publication Number: 1469460
ISBN: 978-1-109-38335-5
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