At-Promise College Student Major and Career Self-Efficacy Ecology Model

Autor/inn/en	Kitchen, Joseph A.; Kezar, Adrianna; Hypolite, Liane I.
Titel	At-Promise College Student Major and Career Self-Efficacy Ecology Model
Quelle	In: Journal of Diversity in Higher Education, 16 (2023) 3, S.369-383 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Hypolite, Liane I.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1938-8926
DOI	10.1037/dhe0000324
Schlagwörter	College Students; Majors (Students); Self Efficacy; Low Income Students; First Generation College Students; Minority Group Students; Transitional Programs; Student Adjustment; School Holding Power; Sense of Community; Academic Achievement; Program Evaluation; Career Development; Nebraska + Suchen Sie Ihr Suchwort? Collegestudent; Self-efficacy; Selbstwirksamkeit; Student; Students; Adjustment; Schüler; Schülerin; Studentin; Adaptation; Schulleistung; Programme evaluation; Programmevaluation; Berufsentwicklung
Abstract	Systemic inequalities in higher education have contributed to lower retention and completion rates among low-income, first generation, and racially/ethnically minoritized students, who we refer to as "at-promise" students. In response, educators have implemented comprehensive college transition programs that offer students holistic support including academic, social, financial, and major and career support. Scholarship exploring the efficacy of comprehensive college transition programs commonly focuses on the role of this support in promoting academic self-efficacy, retention, sense of belonging, and other intermediate outcomes linked to at-promise college student success. One sorely understudied intermediate outcome related to at-promise college students' success is their confidence in a major and career path (i.e., major and career self-efficacy). This article focuses on a large scale, longitudinal (2015-2020) study of a comprehensive college transition program called Thompson Scholars that offers major and career support to promote at-promise college students' major and career self-efficacy. Based on the Thompson Scholars' approach, we identified a new model for developing major and career self-efficacy among at-promise students called the "At-Promise College Student Major and Career-Self Efficacy Ecology Model" that explains how and why Thompson Scholars promotes students' confidence in their major and career path. This new approach illustrates how educators can curate a developmentally appropriate set of major and career experiences across multiple contexts responsive to at-promise students' multiple assets to build their confidence. (As Provided).
Anmerkungen	American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01