Show simple item record

Academic Self-Efficacy for Sophomore Students in Living-Learning Programs

dc.contributor.advisorKurotsuchi Inkelas, Karenen_US
dc.contributor.authorKamin, Melissa Annen_US
dc.description.abstractThis 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.en_US
dc.format.extent509512 bytes
dc.titleAcademic Self-Efficacy for Sophomore Students in Living-Learning Programsen_US
dc.contributor.publisherDigital Repository at the University of Marylanden_US
dc.contributor.publisherUniversity of Maryland (College Park, Md.)en_US
dc.contributor.departmentCounseling and Personnel Servicesen_US
dc.subject.pqcontrolledEducation, Higheren_US
dc.subject.pqcontrolledEducation, Administrationen_US
dc.subject.pquncontrolledacademic self-efficacyen_US
dc.subject.pquncontrolledliving-learning programsen_US
dc.subject.pquncontrolledSophomore studentsen_US

Files in this item


This item appears in the following Collection(s)

Show simple item record