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Factors that influence achievement a...

Seefchak, Caroline.

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Factors that influence achievement and self-efficacy in developmental university students.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Factors that influence achievement and self-efficacy in developmental university students./
Author:	Seefchak, Caroline.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2008,
Description:	140 p.
Notes:	Source: Dissertations Abstracts International, Volume: 70-04, Section: A.
Contained By:	Dissertations Abstracts International70-04A.
Subject:	Educational psychology. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3313410
ISBN:	9780549624035

Factors that influence achievement and self-efficacy in developmental university students.
Seefchak, Caroline.

Factors that influence achievement and self-efficacy in developmental university students. - Ann Arbor : ProQuest Dissertations & Theses, 2008 - 140 p.

Source: Dissertations Abstracts International, Volume: 70-04, Section: A.

Thesis (Ph.D.)--Northcentral University, 2008.

This item must not be sold to any third party vendors.

As colleges and universities are accepting more students who are unprepared for the work required of higher education, there is a growing need for a better understanding of ways to meet these students' unique educational requirements. This dissertation examines these developmental college students, a group comprised of nearly one-third of students entering college each year. Utilizing a mixed method triangulation design, incorporating quantitative and qualitative data, this study explored the attitudes, perceptions of learning styles and learning strengths, and overall self-efficacy of first-year students, N = 507, and first-year developmental students, n = 247, at a university in the southeastern part of the United States. The hypothesis of this study was that developmental college students who have knowledge of their learning style preferences as well as their multiple intelligences have stronger self-efficacy and success than those who do not. Existing quantitative data as well as quantitative and qualitative data obtained through survey research show how students' individual knowledge of how they learn can directly affect their self-efficacy as students as well as their overall achievement. Data are presented through descriptive statistics, cross-tabulations, and narratives, showing a strong correlation between students' cognitive knowledge and overall self-efficacy and achievement.

ISBN: 9780549624035Subjects--Topical Terms:

517650
Educational psychology.

Factors that influence achievement and self-efficacy in developmental university students.
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500 $a Source: Dissertations Abstracts International, Volume: 70-04, Section: A.
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506 $a This item must not be sold to any third party vendors.
506 $a This item must not be added to any third party search indexes.
520 $a As colleges and universities are accepting more students who are unprepared for the work required of higher education, there is a growing need for a better understanding of ways to meet these students' unique educational requirements. This dissertation examines these developmental college students, a group comprised of nearly one-third of students entering college each year. Utilizing a mixed method triangulation design, incorporating quantitative and qualitative data, this study explored the attitudes, perceptions of learning styles and learning strengths, and overall self-efficacy of first-year students, N = 507, and first-year developmental students, n = 247, at a university in the southeastern part of the United States. The hypothesis of this study was that developmental college students who have knowledge of their learning style preferences as well as their multiple intelligences have stronger self-efficacy and success than those who do not. Existing quantitative data as well as quantitative and qualitative data obtained through survey research show how students' individual knowledge of how they learn can directly affect their self-efficacy as students as well as their overall achievement. Data are presented through descriptive statistics, cross-tabulations, and narratives, showing a strong correlation between students' cognitive knowledge and overall self-efficacy and achievement.
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