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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.
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 |
Source Type: | DISSERTATION |
Subjects: | School administration, Higher education |
Keywords: | Academic self-efficacy, Living-learning programs, Sophomore students |
Publication Number: | 1469460 |
ISBN: | 978-1-109-38335-5 |