Developmental Education’s Impact on Students’ Academic Self-Concept and Self-Efficacy

Martin, Kimberly; Goldwasser, Molly; Harris, Eugenia

doi:10.1177/1521025115604850

Cited by 5 publications

(6 citation statements)

References 19 publications

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“…Nevertheless, it should be emphasized that self-efficacy merely exerted a temporary rather than permanent effect on academic self-concept (Ferla et al, 2009 ). Moreover, it was reported that enrollment in multiple developmental courses only exerted a negative influence on students' academic self-concept but made no difference to students' self-efficacy (Martin et al, 2017 ).…”

Section: Resultsmentioning

confidence: 99%

Gender-moderated effects of academic self-concept on achievement, motivation, performance, and self-efficacy: A systematic review

Wang

2023

Front. Psychol.

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Although academic self-concept plays a crucial role in promoting students' education, there is a paucity of studies simultaneously exploring the gender-moderated effects of academic self-concept. This study aimed to explore gender-moderated effects of academic self-concept on achievement, motivation, performance, and self-efficacy. With Preferred Reporting Items for Systematic Reviews and Meta-Analyses Protocol (PRISMA-P) and STARLITE criteria, this study screened and assessed the retrieved literature, finally including 53 studies. It was concluded that academic self-concept exerted a positive influence on improving achievement, enhancing motivation, ameliorating performance, and boosting self-efficacy. It should also be noted that interrelations between academic self-concept and other educational constructs may be much more complicated than expected since gender disparities may moderate the effects of academic self-concept. Gender discrepancies in academic self-concept could account for the gap between male students and female students in subject-specific achievement, motivation, performance, and self-efficacy, especially in STEM courses. Teaching interventions and educational policies should be taken to enhance female students' STEM courses self-concept. Future studies should promote educational equality, highlight academic self-concept of special groups, and enhance academic self-concept in online learning.Systematic review registrationhttps://osf.io/uxjnv/?view_only=b10db44d34154d96a361c159ca15a5b5.

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Section: Resultsmentioning

confidence: 99%

Gender-moderated effects of academic self-concept on achievement, motivation, performance, and self-efficacy: A systematic review

Wang

2023

Front. Psychol.

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“…Unfortunately, many students placed in DE feel stigmatized by being tracked into coursework below college level, particularly when their peers enroll in college-level coursework (Bailey, 2009;Edgecombe, 2011;Martin et al, 2017). Indeed, Edgecombe (2011) remarked that "the stigma associated with developmental placement has the potential to dampen community college students' enthusiasm and motivation and negatively affect their academic performance" (p. 12).…”

Section: Discussionmentioning

confidence: 99%

Student Self-Determination following Developmental Education Reform in Florida's Community Colleges

Brower

Jones

et al. 2020

Teachers College Record: The Voice of Scholarship in Education

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Background This multiple case study explores the self-determination needs of academically underprepared students. The context for our study was a sweeping redesign of developmental education (DE) in Florida's community colleges, state-level legislation Senate Bill 1720 (SB 1720), which made DE optional for many students. Purpose of Study The research questions for this study are: (1) How did a policy change in Florida's state colleges influence underprepared students’ feelings of autonomy, competence, and relatedness with campus personnel? (2) In their interactions with underprepared students in Florida's state colleges, what did campus personnel regard as the influence of a policy change on students’ feelings of autonomy, competence, and relatedness with staff? Research Design This study employs a multiple case study research design. The three cases represent nonexempt students in DE (the remainers), exempt students in DE (the compliers), and exempt students in first-level credit-bearing courses (the defiers). Over a four-year period, 36 two-day site visits to 21 institutions were completed. The research team conducted 13 individual interviews and 179 semistructured focus groups with 239 administrators, 284 faculty, 215 advisors, 23 support staff, and 378 students, resulting in data from 1,139 total participants. We developed an evolving coding framework with a priori and emergent codes. Initial propositions were developed during a within-case analysis, and then a cross-case analysis was performed to summarize patterns across all three cases. The trustworthiness of the qualitative interpretations was established through triangulation, member checking, and peer debriefing. Conclusions Our findings suggest that students eligible to bypass DE enjoyed the autonomy of choosing their own course level, whereas those still required to take DE were stigmatized by their placement. For students able to enter directly into college-level coursework, feelings of competence and relatedness with campus personnel were closely tied to their academic performance in the more rigorous coursework. Three potential areas for institutional improvement were identified to support the self-determination needs of underprepared students: curriculum, professional development for campus personnel, and out-of-class interaction between staff and students. When students perform poorly in coursework, informational feedback that gives students specific hints about where and how to improve are far more effective than evaluative feedback alone. Professional development for faculty, advisors, and other campus personnel can help those who interact frequently with academically underprepared students better fulfill their self-determination needs. Students suggested that out-of-class interactions fostered stronger feelings of relatedness with campus personnel.

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“…Summer bridge programs generally target academically "at-risk," underprepared students population and programmed to include academic skills assessment and instructions, orientation to the social and academic curriculum of higher education, and a residential experience whereby participants take courses together. Educational institutions incorporate this innovative alternative approaches as part of developmental education to accelerate students' progress in important academic competencies and academic self-efficacy (Martin, Goldwasser & Harris, 2015;Grace-Odeleye & Santiago, 2019). Additionally, bridge programs offer under-prepared and at-risk students the opportunity to progress toward college-level coursework during the summer before they begin college.…”

Section: Summer Bridge Programsmentioning

confidence: 99%

Integrated Support Strategies for Promotion of Students’ Retention and Achievement During First Years of College

Grace-Odeleye¹

2020

IJCE

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Persistence and increased retention is a major focus in higher educational administration. The first-years of transition to college is a multi-dimensional new academic experience, noncognitive, and social challenges, often a disorienting period which can lead to academic difficulties. This review examines the literature for strategies, institutional policies and approaches for effective retention and first-year students' success programs supported by evidence that contributes to satisfactory student performance, persistence and retention in post-secondary education. This review aim to develop a knowledgeable perspective on higher educational integrated and collaborative guiding principles for refining student learning and success efforts for improvements in student performance, persistence, and retention. The implications for practice are discussed and recommendations for of institution-wide collaborative critical strategies supported by data proven effective for the promotion, retention and success of first-year students' success is provided.

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Developmental Education’s Impact on Students’ Academic Self-Concept and Self-Efficacy

Cited by 5 publications

References 19 publications

Gender-moderated effects of academic self-concept on achievement, motivation, performance, and self-efficacy: A systematic review

Gender-moderated effects of academic self-concept on achievement, motivation, performance, and self-efficacy: A systematic review

Student Self-Determination following Developmental Education Reform in Florida's Community Colleges

Integrated Support Strategies for Promotion of Students’ Retention and Achievement During First Years of College

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