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Examining International Student Self-Efficacy at American Higher Education Institutions.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Examining International Student Self-Efficacy at American Higher Education Institutions./
Author:	Alharbi, Laila.
Description:	1 online resource (138 pages)
Notes:	Source: Dissertations Abstracts International, Volume: 84-04, Section: B.
Contained By:	Dissertations Abstracts International84-04B.
Subject:	Higher education. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=30003890click for full text (PQDT)
ISBN:	9798351437149

Examining International Student Self-Efficacy at American Higher Education Institutions.
Alharbi, Laila.

Examining International Student Self-Efficacy at American Higher Education Institutions. - 1 online resource (138 pages)

Source: Dissertations Abstracts International, Volume: 84-04, Section: B.

Thesis (Ph.D.)--The Ohio State University, 2022.

Includes bibliographical references

This study adopts Astin's (2003) IEO model, Bandura's Social Cognitive Theory (SCT) and Self-Efficacy (SE) Theory to examine the relationship among international students' self-efficacy, faculty interaction, and GPA as compared to their domestic counterparts (N = 332). This study offers a new perspective that examines this unique population from a personal and environmental lens using a secondary dataset from the Higher Education Research Institute at the University of California, Los Angeles. ANOVA mixed design repeated measure was utilized for the first research question to examine students' self-efficacy change from freshman to senior year. The results show that there was no statistically significant interaction between students' citizenship status and SE score F (1, 330) = 1.125, p = .290. The main effect of SE was statistically significant F (1, 330) = 10.481, p < .001, partial ?2 = .031, indicating that, on average, both domestic and international students increased their academic SE scores from freshman to senior year. Multiple regression was utilized for the second and third research question with personal demographics (sex/citizenship) and environmental (student interaction with faculty) variables on student self-efficacy and GPA. Sex, citizenship, and faculty interaction scores were statistically significantly at α = .05 and predicted academic SE score in students' senior year, F (3, 331) = 16.716, p < .005. Female students, on average, had lower SE than male students. However, although sex and citizenship were not significant predictors of students' GPA, B = 0.02, t = 0.17, p = .86 and B = 0.13, t = 0.98, p = .33, respectively, students' interaction with faculty was a significant predictor of students' GPA, B = 0.03, t = 4.95, p < .001. Additionally, self-efficacy was tested for moderation effect between students' interaction with faculty and GPA, and it was not statistically significant, indicating that students' interaction with faculty did not depend on students' self-efficacy to explain variation in their GPA. Results of this study suggest the need for further research in the areas of international students' experiences at higher education institutions, their SE development, and how these are influenced by faculty interaction.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2023

Mode of access: World Wide Web

ISBN: 9798351437149Subjects--Topical Terms:

641065
Higher education.
Subjects--Index Terms:

Self Efficacy TheoryIndex Terms--Genre/Form:

542853
Electronic books.

Examining International Student Self-Efficacy at American Higher Education Institutions.
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520 $a This study adopts Astin's (2003) IEO model, Bandura's Social Cognitive Theory (SCT) and Self-Efficacy (SE) Theory to examine the relationship among international students' self-efficacy, faculty interaction, and GPA as compared to their domestic counterparts (N = 332). This study offers a new perspective that examines this unique population from a personal and environmental lens using a secondary dataset from the Higher Education Research Institute at the University of California, Los Angeles. ANOVA mixed design repeated measure was utilized for the first research question to examine students' self-efficacy change from freshman to senior year. The results show that there was no statistically significant interaction between students' citizenship status and SE score F (1, 330) = 1.125, p = .290. The main effect of SE was statistically significant F (1, 330) = 10.481, p < .001, partial ?2 = .031, indicating that, on average, both domestic and international students increased their academic SE scores from freshman to senior year. Multiple regression was utilized for the second and third research question with personal demographics (sex/citizenship) and environmental (student interaction with faculty) variables on student self-efficacy and GPA. Sex, citizenship, and faculty interaction scores were statistically significantly at α = .05 and predicted academic SE score in students' senior year, F (3, 331) = 16.716, p < .005. Female students, on average, had lower SE than male students. However, although sex and citizenship were not significant predictors of students' GPA, B = 0.02, t = 0.17, p = .86 and B = 0.13, t = 0.98, p = .33, respectively, students' interaction with faculty was a significant predictor of students' GPA, B = 0.03, t = 4.95, p < .001. Additionally, self-efficacy was tested for moderation effect between students' interaction with faculty and GPA, and it was not statistically significant, indicating that students' interaction with faculty did not depend on students' self-efficacy to explain variation in their GPA. Results of this study suggest the need for further research in the areas of international students' experiences at higher education institutions, their SE development, and how these are influenced by faculty interaction.
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