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|a LC148.2.G37 2008_GarciaValeria |2 BU-Local |
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|a Selected predictors of academic perseverance of sophomore first-generation university male students |h [electronic resource]. |
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|a Miami, Fla. : |b Barry University, |c 2008. |
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|a xiii, 120 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 90-105). |
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|a Copyright Valeria Garcia. 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 The intent of this quantitative study was to determine the multiple correlation between five predictors (i.e., high-school GPA, freshman GPA, SAT math scores, SAT critical reading scores, and academic self-efficacy) and the outcome of academic perseverance of sophomore first-generation university male students enrolled in a public state university in a metropolitan area in the southeastern region of the United States. Despite the large number of studies on first-generation students, the influence of academic perseverance, academic self-efficacy, gender, and high-school factors (GPA and SAT scores) combined have received minimal attention among academics and policy-makers with regards to the general male population. Research has demonstrated that perseverance is influenced by self-efficacy and academic achievement, as well as test scores and high-school GPA. This study ‘s findings served as supportive research to the relationship of academic perseverance with various predictive factors. This research study was conducted as a predictive research study to explore the possible relationships between the predictor variables of academic self-efficacy, high school GPA, freshman GPA, SAT critical reading scores, and SAT math scores, with the dependent variable of academic perseverance of sophomore first-generation university male students. The convenience non-random sample defined for this study consisted of the following characteristics: first-generation, enrolled in their sophomore level at the specified institution, and of the male gender. Each of the 485 students of the sample population was contacted by a third-party survey administrator via email during the summer and fall 2008 semesters. Students who matched the population criteria were sent an email with the study cover letter (Appendix A) and the link to the survey housed on SurveyMonkey™ (Appendix B). Participation consisted of acceptance via email to complete the voluntary and anonymous survey which consisted of four sections: (1) self-reporting fields (i.e., generation status, high-school GPA, freshman GPA, SAT math scores, and SAT critical reading scores); (2) the Academic Perseverance Questionnaire (Appendix C); (3) the College Academic Self-Efficacy Scale (Appendix D); and (4) a series of three optional, open-ended questions which required a narrative response. Following the rule of thumb of sample sizes for multiple regression, a minimum of 10 participants per variable identified in the study (10 x 5 variables), thus a sample size of a minimum of 50 participants was appropriate for this study and was achieved. To assure anonymity, the researcher did not have access to any identifying information of the participants. Data analysis presented a statistically significant regression equation. Specifically, a significant relationship was found between academic perseverance and academic self-efficacy, at an alpha level of .05. However, none of the other predictor variables (i.e., high-school GPA, freshman GPA, SAT critical reading scores, SAT math scores) had a significant relationship with academic perseverance at an alpha level of .05. Additionally, while not core to this study, the results from the qualitative portion provided insights to the factors that have contributed to the academic perseverance of participants on both a personal and institutional level. The optional, open-ended questions answered by approximately half of the sample population were significant to this study in terms of the implications for the institution, policy considerations, and ultimately future research. Based on the results, the null hypothesis set forth for this study was rejected and the alternate hypothesis was accepted. The regression model, which consisted of the five selected predictor variables, was statistically significant to predict academic perseverance as measured as a score on the Academic Perseverance Questionnaire. |
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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 First-generation college students |x United States. |
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|a Male college students |x United States. |
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|a Education, Higher |x United States. |
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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/AA00001547/00001 |y Click here for full text |
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|a https:/budc.barry.edu/content/AA/00/00/15/47/00001/LC148_2_G37 2008_GarciaValeriathm.jpg |
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|a Theses and Dissertations |
