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|a LB1062.6.H64 2008_HogansLinda |2 BU-Local |
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|a The effect of academic self-efficacy on the grade point average of three ethnic groups at a four-year college |h [electronic resource]. |
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|a Miami, Fla. : |b Barry University, |c 2008. |
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|a xiii, 92 leaves ; |c 28 cm |
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|a Barry University Dissertations -- School of Education. |
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|a Thesis (Ph.D.)--Barry University, 2008. |
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|a Includes bibliographical references (leaves 64-80). |
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|a Copyright Linda L. Hogans. Permission granted to Barry University to digitize, archive and distribute this item for non-profit research and educational purposes. Any reuse of this item in excess of fair use or other copyright exemptions requires permission of the copyright holder. |
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|a This study investigated the effect of academic self-efficacy on the grade point average of three ethnic groups at a four-year college. A total of 450 surveys were distributed. The ethnic groups identified to participate in this study were African American, White, and Hispanic college students. To measure participants’ academic self-efficacy, the researcher used the College Academic Self-Efficacy Scale, hereafter referred to as CASES, to assess participants’ level of academic self-efficacy. The CASES instrument was developed by Owen and Froman (1988). The significance of this study was rooted in educational achievement gap among racial groups (Kober, 2001) in the completion of postsecondary education. According to Harvey (2003), bachelor’s degree attainment rates among postsecondary students enrolled in 1989-90 after five years was 41.8 percent for African American, 52.1 percent for White, and 44 percent for Hispanic students. Likewise, the U. S. Department (2002) tracked a cohort of bachelor’s degree seeking students beginning at a 4-year institution in 1995-96. The completion rates for African American, White, and Hispanic students were 40.9 percent, 59 percent, and 41.4 percent respectively. Given the disparity in completion rates of these ethnic groups, Lotkowski, Robbins & Noeth (2004) recommended that in addition to academic factors such as academic achievement tests, aptitude tests, and grade point average, that non-academic factors should be considered. Factors such as self-confidence and achievement motivation should be considered, especially in college retention and performance in an effort to bridge the achievement gap. Eccles and Wigfield (2002) have also included, within the non-academic arena, a broad range of constructs as relating to the acquisition of knowledge that includes self-efficacy beliefs. In addressing the self-efficacy beliefs of college students, the College Academic Self-Efficacy Scale was utilized to measure academic self-efficacy. The research questions for this study were the following: What is the effect of academic self-efficacy on the grade point average of African-American students at a four-year college?; What is the effect of academic self-efficacy on the grade point average of White students at a four-year college?; and What is the effect of academic self-efficacy on the grade point average of Hispanic students at a four-year college? The dependent variable was the grade point average of the participants, and the independent variable was academic self-efficacy as measured by the CASES instrument. The CASES instrument was distributed to 450 college students. The instrument return rate was 56 percent or 253 surveys. Eighty-six percent or 218 CASES instrument were usable in this study. The count distribution for African American students was 22, for White students 178, and for Hispanic students 18. The percentage of participation for each ethnic group in this study (i.e., 9.77, 82.2, and 6.7 for African American, White, and Hispanic students) closely mirrored the four-year institution’s ethnic demographics of 10.5, 76.3, and 5.8 respectively. The results of this study which was designed to demonstrate self-efficacy serving as a predictor of academic performance as measured by grade point average did not yield statistical significance in the effect of academic self-efficacy on the grade point average of three ethnic groups at a four-year college. |
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|a Electronic reproduction. |c Barry University, |d 2020. |f (Barry University Digital Collections) |n Mode of access: World Wide Web. |n System requirements: Internet connectivity; Web browser software. |
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|a Barry University Archives and Special Collections. |
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|a Academic achievement |x United States. |
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|a African American college students. |
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|a Hispanic American college students. |
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|a Barry University Digital Collections. |
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|a Theses and Dissertations. |
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|a BUDC |c Theses and Dissertations |
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|u http://sobekcmsrv.barrynet.barry.edu/AA00001343/00001 |y Click here for full text |
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|a https:/budc.barry.edu/content/AA/00/00/13/43/00001/LB1062_6_H64 2008_HogansLindathm.jpg |
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|a Theses and Dissertations |
