Interactive Whiteboard-Based Instruction Versus Lecture-Based Instruction: A Study on College Students’ Academic Self-efficacy and Academic Press

2017 ◽  
pp. 319-328 ◽  
Author(s):  
Yinghui Shi ◽  
Changling Peng ◽  
Xue Zhang ◽  
Harrison Hao Yang
Keyword(s):  
College Students ◽  
Self Efficacy ◽  
Interactive Whiteboard ◽  
Academic Press ◽  
Based Instruction ◽  
Academic Self Efficacy

Antecedents and consequences of college students' satisfaction with online learning

2021 ◽  
Vol 49 (8) ◽  
pp. 1-11
Author(s):  
Nam-Hyun Um ◽  
Ahnlee Jang
Keyword(s):  
College Students ◽  
Online Learning ◽  
Student Satisfaction ◽  
Self Efficacy ◽  
Teaching Presence ◽  
Self Management ◽  
Antecedents And Consequences ◽  
Intention To Continue ◽  
Academic Self Efficacy ◽  
Students Satisfaction

We delved into the antecedents and consequences of college students' satisfaction with online learning. We proposed the antecedents would be interactions, teaching presence, self-management of learning, and academic self-efficacy, and that the consequence would be intention to continue to use online learning. Participants were 236 college students in South Korea who completed an online survey. Our findings suggest that students' satisfaction with online learning was positively related to the interactions between students and instructor, teaching presence, self-management of learning, and academic self-efficacy. We also found that student satisfaction with online learning positively predicted their intention to continue to use online learning. Thus, our findings in this study provide educators with ways to increase student satisfaction, and add to knowledge about the relationship between students' satisfaction and their intention to take online courses.

Stop, Drop, or Enroll? How Ability Beliefs Are Associated With College-Going Among Black Males

2021 ◽  
Vol 25 (1_part_4) ◽  
pp. 2156759X2110400
Author(s):  
Kelly A. Minor ◽  
Charity Brown Griffin ◽  
Aprile D. Benner
Keyword(s):  
Youth Development ◽  
Black Males ◽  
Self Efficacy ◽  
Efficacy Beliefs ◽  
School Level ◽  
Academic Press ◽  
Academic Preparedness ◽  
Black Male Students ◽  
College Going ◽  
Academic Self Efficacy

High educational attainment is associated with beneficial outcomes for both individuals and society; however, Black males are underrepresented among college students. This study drew on a positive youth development (PYD) perspective to investigate the role of academic self-efficacy beliefs (a malleable strength) in predicting academic preparedness (a measure of PYD) and how academic preparedness, in turn, was associated with immediate postsecondary enrollment. We also investigated a school-level measure of climate—academic press—as a moderator. Our study’s sample of Black male students was drawn from the Education Longitudinal Study (ELS) of 2002 and used three waves of ELS data. We found significant direct and indirect (through academic preparedness) effects of academic self-efficacy beliefs on college enrollment, and the findings indicated no differences in indirect relationships based on academic press. We discuss recommendations for future studies and the practice of school counseling.

scholarly journals Illuminating Differences in The Psychological Predictors of Academic Performance for First- And Continuing-Generation Students

2021 ◽  
Vol 3 (2) ◽  
Keyword(s):  
College Students ◽  
Academic Performance ◽  
Goal Orientation ◽  
Self Efficacy ◽  
Psychological Factors ◽  
First Generation ◽  
Academic Stress ◽  
First Generation Students ◽  
Factors Associated ◽  
Academic Self Efficacy

First-generation college students experience a disproportionate rate of challenges on college campuses, reflected by lower academic performance. Research has identified academic self-efficacy, optimism, goal orientation, and academic stress all as psychological factors associated with academic performance. However, this research rarely distinguishes between first- and continuing-generation students, and there may be unique effects for each group. We investigated whether the previously identified psychological factors associated with academic performance hold the same relationships for firstand continuing-generation college students. A sample of 143 undergraduate students self-reported levels of academic self-efficacy, optimism, goal orientation, and academic stress. Academic performance was measured using their midterm exam grade. There were differences found in the mean levels of psychological factors and their associations with academic performance for first- and continuing-generation students. Overall, the psychological factors explained a very small portion of the variance in academic performance among first-generation students (13.4%) with none of the psychological factors holding an independent association with academic performance. Conversely, psychological factors explained considerably more of the variance in academic performance for continuing-generation students (60.5%), with domains of goal orientation and academic stress being independently associated with academic performance. Our findings suggest that new pathways to improving first-generation students’ academic performance should be identified, and that

scholarly journals Relationship between Academic Self-efficacy Believed of College Students and Academic Performance.

2017 ◽  
Vol 22 (01) ◽  
pp. 75-80 ◽  
Author(s):  
Ali Garba Kolo ◽  
Wan Munira Binti Wan Jaafa ◽  
Nobaya Binti Ahmad
Keyword(s):  
College Students ◽  
Academic Performance ◽  
Self Efficacy ◽  
Academic Self Efficacy

A Psychosociocultural View of Hispanic First-Generation College Students’ Graduation Rates

2021 ◽  
pp. 152102512110562
Author(s):  
Christian A. Latino ◽  
Justine Radunzel ◽  
Jason D. Way ◽  
Edgar Sanchez ◽  
Alex Casillas ◽  
...  
Keyword(s):  
College Students ◽  
Self Efficacy ◽  
First Generation ◽  
Hispanic Students ◽  
Degree Attainment ◽  
First Generation College Students ◽  
Bachelor's Degree ◽  
First Generation College ◽  
Bachelor's Degree Attainment ◽  
Academic Self Efficacy

First-generation college students (FGCS), nearly 50% of which identify as Hispanic, are an underserved population. The psychosociocultural theoretical framework posits that individual, environmental, and cultural factors contribute to the academic success of Hispanic students. This study examined the relationship between these factors (i.e., demographics, academic self-efficacy, meeting with professors, and attending cultural programming) to 6-year bachelor’s degree attainment and time to bachelor’s degree attainment among Hispanic students at a Hispanic Serving Institution ( n  =  358). Being better prepared academically, being female, and having greater academic self-efficacy were positively related to bachelor’s degree attainment; FGCS status was negatively related. Among students who graduated ( n  =  208), entering college being better prepared academically, and having greater academic self-efficacy were related to quicker bachelor’s degree attainment; FGCS status was not significantly related. Practitioners may pay more attention to Hispanic students’ academic self-efficacy and the success of Hispanic male students.

scholarly journals Influence of COVID-19 on the Perception of Academic Self-Efficacy, State Anxiety, and Trait Anxiety in College Students

2020 ◽  
Vol 11 ◽  
Author(s):  
Inmaculada Alemany-Arrebola ◽  
Gloria Rojas-Ruiz ◽  
Juan Granda-Vera ◽  
Ángel Custodio Mingorance-Estrada
Keyword(s):  
College Students ◽  
Trait Anxiety ◽  
State Anxiety ◽  
Self Efficacy ◽  
Academic Self Efficacy
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