東華大學圖書館 |

Language: English

Help

回圖書館首頁

手機版館藏查詢

Back

Switch To: Labeled | MARC Mode | ISBD

Self-Efficacy and Retention Among Fi...

Borgen, Elizabeth M.

Linked to FindBook

Google Book

Amazon

博客來

Self-Efficacy and Retention Among First-Generation College Students.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Self-Efficacy and Retention Among First-Generation College Students./
Author:	Borgen, Elizabeth M.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2020,
Description:	108 p.
Notes:	Source: Dissertations Abstracts International, Volume: 82-05, Section: A.
Contained By:	Dissertations Abstracts International82-05A.
Subject:	Higher education. -
Online resource:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=28154312
ISBN:	9798691217838

Self-Efficacy and Retention Among First-Generation College Students.
Borgen, Elizabeth M.

Self-Efficacy and Retention Among First-Generation College Students. - Ann Arbor : ProQuest Dissertations & Theses, 2020 - 108 p.

Source: Dissertations Abstracts International, Volume: 82-05, Section: A.

Thesis (D.B.A.)--University of Wisconsin-Whitewater, 2020.

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

The American education system is often regarded as an engine of social mobility (Bowen, Kurzweil, Tobin, & Pichler, 2005). However, research has shown that the higher education system can instead play a major role in perpetuating social inequalities (Covarrubias, Jones, & Johnson, 2018; Radunzel, 2018; Stephens, Fryberg, Markus, Johnson, & Covarrubias, 2012). First-generation college students often lack the social and cultural capital of their peers and graduate at much lower rates than those whose parents have obtained a bachelor's degree (Covarrubias et al, 2018). This study used an experimental research design to evaluate an intervention strategy (summer bridge program), grounded in self-efficacy, designed to reduce the gap in college success between first-generation students and their peers. Differences in self-efficacy development among males and females were examined and explored in greater depth through a second qualitative study using semi-structured focus group interviews. Imposter phenomenon and stereotype threat were incorporated to highlight gender differences in self-efficacy. Contributions will inform higher education retention strategies specifically designed to support first-generation college students.

ISBN: 9798691217838Subjects--Topical Terms:

641065
Higher education.
Subjects--Index Terms:

First-generation college students

Self-Efficacy and Retention Among First-Generation College Students.
LDR:02610nmm a2200445 4500 001 2278616
005 20210628082402.5
008 220723s2020 ||||||||||||||||| ||eng d
020 $a 9798691217838
035 $a (MiAaPQ)AAI28154312
035 $a AAI28154312
040 $a MiAaPQ $c MiAaPQ
100 1 $a Borgen, Elizabeth M. $3 3556999
245 1 0 $a Self-Efficacy and Retention Among First-Generation College Students.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2020
300 $a 108 p.
500 $a Source: Dissertations Abstracts International, Volume: 82-05, Section: A.
500 $a Advisor: Simha, Aditya.
502 $a Thesis (D.B.A.)--University of Wisconsin-Whitewater, 2020.
506 $a This item must not be sold to any third party vendors.
520 $a The American education system is often regarded as an engine of social mobility (Bowen, Kurzweil, Tobin, & Pichler, 2005). However, research has shown that the higher education system can instead play a major role in perpetuating social inequalities (Covarrubias, Jones, & Johnson, 2018; Radunzel, 2018; Stephens, Fryberg, Markus, Johnson, & Covarrubias, 2012). First-generation college students often lack the social and cultural capital of their peers and graduate at much lower rates than those whose parents have obtained a bachelor's degree (Covarrubias et al, 2018). This study used an experimental research design to evaluate an intervention strategy (summer bridge program), grounded in self-efficacy, designed to reduce the gap in college success between first-generation students and their peers. Differences in self-efficacy development among males and females were examined and explored in greater depth through a second qualitative study using semi-structured focus group interviews. Imposter phenomenon and stereotype threat were incorporated to highlight gender differences in self-efficacy. Contributions will inform higher education retention strategies specifically designed to support first-generation college students.
590 $a School code: 1968.
650 4 $a Higher education. $3 641065
650 4 $a Educational administration. $3 2122799
650 4 $a Education policy. $3 2191387
650 4 $a Educational psychology. $3 517650
650 4 $a Educational sociology. $3 519608
653 $a First-generation college students
653 $a Imposter Syndrome
653 $a Student retention
653 $a Self-efficacy
653 $a Stereotype threat
653 $a American education system
653 $a Social mobility
653 $a Social capital
653 $a Cultural capital
690 $a 0745
690 $a 0525
690 $a 0514
690 $a 0458
690 $a 0340
710 2 $a University of Wisconsin-Whitewater. $b College of Business and Economics. $3 3429946
773 0 $t Dissertations Abstracts International $g 82-05A.
790 $a 1968
791 $a D.B.A.
792 $a 2020
793 $a English
856 4 0 $u https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=28154312