Transfer Student Self-Efficacy: A Success-Oriented Narrative of the Transfer Student Experience

Autor/in	Buenaflor, Shannon Hayes
Titel	Transfer Student Self-Efficacy: A Success-Oriented Narrative of the Transfer Student Experience
Quelle	In: Community College Journal of Research and Practice, 47 (2023) 2, S.123-138 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Buenaflor, Shannon Hayes)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1066-8926
DOI	10.1080/10668926.2021.1967226
Schlagwörter	College Transfer Students; Community Colleges; Self Efficacy; Success; Student Experience; Student Adjustment; Student Attitudes; Social Capital; State Universities; College Readiness; Peer Influence; Adjustment (to Environment); Anxiety; Stress Management + Suchen Sie Ihr Suchwort? Hochschulwechsel; Schulwechsel; Studienortwechsel; Community college; Community College; Self-efficacy; Selbstwirksamkeit; Erfolg; Studienerfahrung; Student; Students; Adjustment; Schüler; Schülerin; Studentin; Adaptation; Schülerverhalten; Sozialkapital; Staatliche Universität; Angst; Stressmanagement; Stressbewältigung
Abstract	Past scholarship and college enrollment trends suggest that the transfer process can be challenging, complicated, and even frustrating for many students seeking to obtain a baccalaureate degree. Therefore, the purpose of this study is to redirect this predominant narrative in order to offer a success-oriented narrative of the transfer student experience. In particular, this research seeks to highlight student success by establishing a deeper understanding of the role that self-efficacy plays in the transfer process for community college students seeking to transfer to a four-year institution. Borrowing from Bandura's (1994) construct of self-efficacy, this paper introduces the Conceptual Framework for Transfer Efficacy and describes the way in which students develop self-efficacy beliefs around their ability to transfer and navigate the transfer process. Data from this study were collected using a nested qualitative case study methodology. Findings focus on the way in which students described sources of self-efficacy during the transfer process and suggest that transfer student self-efficacy may play an integral role in the transfer process. The paper concludes with implications for research and practice. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01