Literaturnachweis - Detailanzeige
| Autor/in | Kelly, Felicia Brown |
|---|---|
| Titel | Self-Efficacy and Perceived Social Support as Predictors of Academic Achievement among First-Generation African American Females at a Historically Black College and University |
| Quelle | (2022), (133 Seiten)
PDF als Volltext Ph.D. Dissertation, Walden University |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| ISBN | 979-8-4387-8968-0 |
| Schlagwörter | Hochschulschrift; Dissertation; African American Students; Females; Womens Education; First Generation College Students; At Risk Students; Self Efficacy; Social Support Groups; Black Colleges; Predictor Variables; Academic Achievement |
| Abstract | African American, female, first-generation students face unique social and academic challenges due to their triple minority status of being Black, female, and first-generation and often perceiving low social support. The problem this study addressed is the role that self-efficacy and social support play for this group of students is insufficiently known. The purpose of this study was to explore the role that self-efficacy and perceived social support play for first-generation African American females at a Historically Black College and University. Theoretical frameworks for this study were Bandura's self-efficacy theory which analyzes self-efficacy relating to mastery and Bandura's social cognitive theory, which examines the role of social support in shaping self-efficacy. Addressed by the research question of this quantitative study is the extent, if any, that self-efficacy and perceived social support predict academic achievement among first-generation, African American females. A quantitative, correlative research design consisting of a survey to collect data and multiple regression analysis was utilized to investigate relationships between the variables. Findings of this study revealed that self-efficacy significantly predicted academic achievement, while perceived social support did not significantly predict academic achievement. Potential implications for positive social change lie in raising awareness of an academically at-risk student population and empowering those in decision-making roles at higher education institutions with knowledge to design and implement programs, practices, and pedagogy that lend to reducing social inequalities. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided). |
| Anmerkungen | ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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