Literaturnachweis - Detailanzeige
| Autor/inn/en | Banks, Courtney; Hsiao, Yu-Yu; Gordon, Rayya; Bordelon, Meagann |
|---|---|
| Titel | High School Response to Intervention and College Academic Self-Efficacy: Influence of Intervention Experiences |
| Quelle | In: Journal of College Student Retention: Research, Theory & Practice, 23 (2021) 2, S.279-291 (13 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1521-0251 |
| DOI | 10.1177/1521025118821057 |
| Schlagwörter | High School Students; Response to Intervention; Self Efficacy; Student Experience; College Students; Help Seeking; Structural Equation Models; Student Adjustment |
| Abstract | An increasing number of students enrolling in college engaged in Tier 2 response to intervention (RTI) academic supports in high school to supplement their secondary education. However, few researchers examined if prior experiences with RTI influence academic self-efficacy in college, a construct known to promote student retention and graduation by increasing motivation and persistence. A total of 1,639 college students completed an online survey to report their previous learning experiences, academic self-efficacy, and willingness to seek college supports. Structural equation modeling revealed that the number of academic interventions in high school significantly predicted greater willingness to seek academic supports in college and confidence in interacting with school staff and peers about educational requirements and assignments. The findings highlight benefits of prior experiences with RTI on postsecondary transition and college achievement. (As Provided). |
| Anmerkungen | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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