Examining Relevant Influences on the Persistence of African-American College Students at a Diverse Urban University

Autor/inn/en	Thomas, Jackie C., Jr.; Wolters, Christopher; Horn, Catherine; Kennedy, Heidi
Titel	Examining Relevant Influences on the Persistence of African-American College Students at a Diverse Urban University
Quelle	In: Journal of College Student Retention: Research, Theory & Practice, 15 (2014) 4, S.551-573 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1521-0251
DOI	10.2190/CS.15.4.e
Schlagwörter	African American Students; College Students; Urban Universities; Academic Persistence; Influences; Predictor Variables; Multiple Regression Analysis; Student Participation; Mentors; Student Motivation; Student School Relationship; Regression (Statistics); Enrollment; Self Efficacy; Questionnaires; College Student Experiences Questionnaire; Motivated Strategies for Learning Questionnaire + Suchen Sie Ihr Suchwort? African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Collegestudent; Influence; Einfluss; Einflussfaktor; Prädiktor; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Schulische Motivation; Schüler-Lehrer-Beziehung; Regression; Regressionsanalyse; Einschulung; Self-efficacy; Selbstwirksamkeit; Fragebogen
Abstract	In this study, campus involvement, faculty mentorship, motivational beliefs (self-efficacy and utility value), and sense of belonging were examined as potential predictors of African-American college student academic persistence. Participants (n = 139) in the study were African-American college students from a large-urban university. Separate analyses were conducted to predict two related aspects of student persistence. A multiple linear regression was used to predict "self-reported" student persistence and a logistic regression was used to predict "actual" enrollment in the following semester. Results indicated that utility value was the only significant predictor of self-reported persistence. Surprisingly, results of the logistic regression indicated that students who reported having higher levels of self-efficacy in the fall were less likely to enroll in the subsequent spring semester. Findings in this study add to the body of research on college student persistence. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01