Self-Efficacy, Textbook Use, and Activity Preferences of College Students in a High-Poverty Area

Autor/inn/en	Aagaard, Lola; Skidmore, Ronald L.; Conner, Timothy W., II
Titel	Self-Efficacy, Textbook Use, and Activity Preferences of College Students in a High-Poverty Area
Quelle	(2014), (14 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
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 + Suchen Sie Ihr Suchwort? 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