Literaturnachweis - Detailanzeige
| Autor/inn/en | Kim, Maxim; Corpus, Jennifer Henderlong |
|---|---|
| Titel | Self-Efficacy Buffers against Belonging Loss for Hispanic Students during the First Semester of College |
| Quelle | In: European Journal of Psychology and Educational Research, 6 (2023) 2, S.69-76 (8 Seiten)
PDF als Volltext kostenfreie Datei |
| Zusatzinformation | ORCID (Corpus, Jennifer Henderlong) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| Schlagwörter | Self Efficacy; Hispanic American Students; College Freshmen; Student School Relationship; First Generation College Students; Low Income Students; College Readiness; Racial Differences; Ethnicity; White Students; Predictor Variables; Oregon (Portland); Motivated Strategies for Learning Questionnaire |
| Abstract | Hispanic college students typically report a lower sense of belonging than their White peers, citing challenges related to first generation student status, low-income family backgrounds, and academic underpreparedness. The present study asked whether Hispanic students would have a lower sense of belonging than non-Hispanic White students and whether academic self-efficacy would be able to provide a greater buffer against belonging loss for Hispanic students compared to their non-Hispanic White peers. The participants of this study were Hispanic (n = 68) and non-Hispanic White (n = 420) first year students at a predominantly White small liberal arts college. Academic self-efficacy was a significant predictor of change in belonging for Hispanic students but not for non-Hispanic White students. These results suggest academic self-efficacy is a worthwhile target of belonging interventions for Hispanic students. (As Provided). |
| Anmerkungen | Eurasian Society of Educational Research. 7321 Parkway Drive South, Hanover, MD 21076. e-mail: publisher@ejper.com; Web site: https://www.ejper.com/about-us |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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