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The relationship of perceived parent...

Mejia Arias, Eugenia E.

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The relationship of perceived parent and family support, support of university environment, and academic self-efficacy on the academic achievement of Latino college students.

Record Type:	Electronic resources : Monograph/item
Title/Author:	The relationship of perceived parent and family support, support of university environment, and academic self-efficacy on the academic achievement of Latino college students./
Author:	Mejia Arias, Eugenia E.
Description:	96 p.
Notes:	Source: Dissertation Abstracts International, Volume: 67-09, Section: A, page: 3300.
Contained By:	Dissertation Abstracts International67-09A.
Subject:	Education, Bilingual and Multicultural. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3235702
ISBN:	9780542902413

The relationship of perceived parent and family support, support of university environment, and academic self-efficacy on the academic achievement of Latino college students.
Mejia Arias, Eugenia E.

The relationship of perceived parent and family support, support of university environment, and academic self-efficacy on the academic achievement of Latino college students. - 96 p.

Source: Dissertation Abstracts International, Volume: 67-09, Section: A, page: 3300.

Thesis (Ph.D.)--New York University, 2006.

This study examined the relationship of perceived parental support, support of the university environment, and academic self-efficacy on the academic achievement of Latino college students. The 88 participants of the study all self identified as Latino(a) and were participants in programs that provided academic and social support at a large northeastern private university. The Parent Encouragement (PES), University Environment Scale (UES), College Academic Self-efficacy Scale (CASES), and two subscales measuring Emotional Support (ES) and Verbal Encouragement (VE) of the Career Related Parent Support Scale (CRPSS) were used to measure the relationship of support to academic achievement measured as grade point average. Results of the hierarchical regression in block one, consisting of demographic factors (i.e., gender, SAT total, and participation in support groups) significantly accounts for 32% of the total variance in grade point average. Block two, consisting of demographic factors and college self-efficacy average scores, significantly improves the overall fit above and beyond block one, accounting for 47% of the total variance in grade point average. Analyses of Beta weights show that each predictor makes a significant contribution in explaining grade point average. Results of a series of one-way analyses of variance show that the average scale and subscale scores do not significantly vary by gender with significant levels (p < .01). Results of a series of one-way analyses of variance show that average scale and subscale scores do not significantly vary by support group participation (p < .05). These findings suggest that academic self-efficacy, perceived support of university environment, gender, and participation in support moderately predict academic achievement measured as grade point average of Latino College students.

ISBN: 9780542902413Subjects--Topical Terms:

626653
Education, Bilingual and Multicultural.

The relationship of perceived parent and family support, support of university environment, and academic self-efficacy on the academic achievement of Latino college students.
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245 1 4 $a The relationship of perceived parent and family support, support of university environment, and academic self-efficacy on the academic achievement of Latino college students.
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500 $a Source: Dissertation Abstracts International, Volume: 67-09, Section: A, page: 3300.
500 $a Adviser: Mary Sue Richardson.
502 $a Thesis (Ph.D.)--New York University, 2006.
520 $a This study examined the relationship of perceived parental support, support of the university environment, and academic self-efficacy on the academic achievement of Latino college students. The 88 participants of the study all self identified as Latino(a) and were participants in programs that provided academic and social support at a large northeastern private university. The Parent Encouragement (PES), University Environment Scale (UES), College Academic Self-efficacy Scale (CASES), and two subscales measuring Emotional Support (ES) and Verbal Encouragement (VE) of the Career Related Parent Support Scale (CRPSS) were used to measure the relationship of support to academic achievement measured as grade point average. Results of the hierarchical regression in block one, consisting of demographic factors (i.e., gender, SAT total, and participation in support groups) significantly accounts for 32% of the total variance in grade point average. Block two, consisting of demographic factors and college self-efficacy average scores, significantly improves the overall fit above and beyond block one, accounting for 47% of the total variance in grade point average. Analyses of Beta weights show that each predictor makes a significant contribution in explaining grade point average. Results of a series of one-way analyses of variance show that the average scale and subscale scores do not significantly vary by gender with significant levels (p < .01). Results of a series of one-way analyses of variance show that average scale and subscale scores do not significantly vary by support group participation (p < .05). These findings suggest that academic self-efficacy, perceived support of university environment, gender, and participation in support moderately predict academic achievement measured as grade point average of Latino College students.
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