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Autor/inn/en | Aagaard, Lola; Skidmore, Ronald L.; Conner, Timothy W., II |
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Titel | Self-Efficacy, Textbook Use, and Activity Preferences of College Students in a High-Poverty Area |
Quelle | (2014), (14 Seiten)
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Monographie |
Schlagwörter | College Students; Self Efficacy; Textbooks; Preferences; Student Attitudes; Poverty Areas; Learning Strategies; Cluster Grouping; Factor Structure; Summer Programs; Rating Scales; Economically Disadvantaged; Use Studies; Statistical Analysis; Surveys Collegestudent; Self-efficacy; Selbstwirksamkeit; Textbook; Text book; Schulbuch; Lehrbuch; Schülerverhalten; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Eingruppierung; Faktorenstruktur; Sommerkurs; Rating-Skala; Benutzerschulung; Statistische Analyse; Survey; Umfrage; Befragung |
Abstract | The purpose of this study was to investigate the relationship between academic self-efficacy and preferences regarding the use of text materials and in-class activities of college students at a university that serves one of the highest-poverty regions in the United States. A convenient cluster sample of 105 students taking summer classes at a regional university in the mid-south were administered a self-efficacy scale and a survey of textbook use and preferences for in-class activities. Frequency tables of study survey items by self-efficacy group (above vs. below the sample average) were produced and visually inspected for effect size prior to statistical testing. Subsequently, three chi-square tests were conducted with a Bonferroni correction to alpha, lowering it from 0.05 to 0.0167. The data collected supported the idea that students from high-poverty areas enter college with reduced academic self-efficacy, as the average for the entire sample was lower than other published data. Those evidencing below-average academic self-efficacy in this sample were significantly less likely to engage in the strategies that would help them be successful (such as reading their textbooks). (As Provided). |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2020/1/01 |