Self-efficacy and academic success among ethnically diverse first-generation community college students.

Abstract

A longitudinal analysis of self-efficacy for education and sociodemographic characteristics was conducted among an ethnically diverse sample of first-generation college students (FGS) attending an urban community college. Baseline rates of self-efficacy for education and first-generation immigrant status significantly predicted increased cumulative grade point average at 1-year follow-up. These findings suggest that self-efficacy for education is an important cognitive resource among ethnically diverse FGS attending community colleges, whose immigrant generation status might have an impact on their educational success.

Rural Appalachian High School Students’ College‐Going and STEMM Perceptions

“…Indeed, research has found that FGCSs leave STEM degree programs at higher rates than other students (Chen, 2013). Moreover, in light of evidence that higher education self‐efficacy predicts increased college GPA (Majer, 2009), these students may also be at risk for lower educational success.…”

First-Generation College Students in Christian Academia. Part 1: Academic and Local Church Collaboration in the Preparation of Diverse Students

“…They often begin college clearly embedded in and identified with the culture of the family/community of origin and then, over the course of the college experience, begin to develop a dual cultural identity (that of a college student). This process can include feelings of cultural marginalization in both cultures (Bryan & Simmons, 2009;Oldfield, 2007;Rendon, 1992;Tym et al, 2005;Zalaquett, 1999), culture shock (Oldfield, 2007), and experiences with prejudice and discrimination-especially when attending predominantly Caucasian institutions (Gibbons & Borders, 2010;Majer, 2009;Mehta et al, 2011;Padgett et al, 2012;Phinney & Haas, 2003).…”

“…These programs, in addition to the above, could include curriculum that addresses motivation, commitment, and retention (Bui-Khanh, 2002;Dennis et al, 2005;Strage, 1999); the importance of engagement in university life Cho et al, 2008;Terenzini et al, 1996), the development of support networks Cho et al, 2008;Hudley et al, 2009;Oldfield, 2007;Phinney & Haas, 2003;Tym et al, 2005); directions on how to develop college cultural capital and knowledge of educational pathways (Majer, 2009;Oldfield, 2007;York-Anderson & Bowman, 1991); the importance of and skill development in organization, time management, and study skills (Oldfield, 2007;Zalaquett, 1999); risks for attrition and how to avoid it (Cho et al, 2008;Dennis et al, 2005;McCarron & Inkelas, 2006;Oldfield, 2007;Pascarella et al, 2004); planning for and modifying multiple roles and responsibilities outside of school while at college (Bryan & Simmons, 2009;Piorkowski, 1983); developing realistic matriculation plans (McCarron & Inkelas, 2006); and, when relevant, address transfer student issues that put them at risk for attrition (Bui-Khanh, 2002;Zalaquett, 1999).…”

Helping first‐generation college students succeed

“…Majer (2009) investigated the role of self-effi cacy for education, which refl ected student reports of their ability to engage in and achieve education-related goals on their academic achievement, attendance, and attrition. Majer also investigated the role of students' sense of optimism (the extent to which they expected favorable outcomes for future events) and "self-mastery" (the extent to which individuals believe they have control over life outcomes).…”