Program Staff as Facilitators of Academic Self-Efficacy, Academic Behavioral Change, and Achievement among Low-Income, First-Generation, and Minoritized Students

Autor/inn/en	Rivera, Gwendelyn J.; Kitchen, Joseph A.; Cole, Darnell
Titel	Program Staff as Facilitators of Academic Self-Efficacy, Academic Behavioral Change, and Achievement among Low-Income, First-Generation, and Minoritized Students
Quelle	In: Journal of Student Affairs Research and Practice, 60 (2023) 4, S.477-494 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Rivera, Gwendelyn J.) ORCID (Kitchen, Joseph A.) ORCID (Cole, Darnell)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1949-6591
DOI	10.1080/19496591.2022.2042007
Schlagwörter	Self Efficacy; Student Behavior; Behavior Change; Academic Achievement; Low Income Students; First Generation College Students; Minority Group Students; Transitional Programs; Path Analysis; School Personnel; Nebraska + Suchen Sie Ihr Suchwort? Self-efficacy; Selbstwirksamkeit; Student behaviour; Schülerverhalten; Schulleistung; Pfadanalyse; Schulpersonal
Abstract	This study examines the relationship between support from comprehensive college transition program (CCTP) staff and students' academic self-efficacy, academic behavioral change, and achievement. We surveyed 1,197 students across three campuses of the University of Nebraska system. Path analyses revealed CCTP staff support had direct and indirect effects on these outcomes. We recommend that institutions identify program staff as sources of knowledge and that research explore them as a source of academic self-efficacy. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01