Academic self-efficacy among students enrolled in developmental education: The role of social modeling

1 online resource (100 pages) : PDF

2014

University of North Carolina at Charlotte

Students in developmental education face three types of barriers: institutional, situational, and affective. Current interventions focus on addressing institutional barriers; however, continuing low success and retention rates indicate a need for additional measures. Bandura's theory of academic self-efficacy provides a way to address the affective barriers faced by this student population. This study examines the impact of a series of three five-minute student success videos, based on the social modeling aspect of self-efficacy theory and developed using the Dick and Carey instructional design model, on the academic self-efficacy, retention, and success of developmental education students. A quasi-experimental research design was used to examine the effectiveness of the social modeling intervention.Results from this study indicate that an intervention designed using academic self-efficacy as an underlying theory and the Dick and Carey model of instructional design as a creation and implementation guide did not have a significant impact on the academic self-efficacy of students enrolled in developmental education courses. Moreover, the intervention did not have an impact on success and retention rates. Additional analysis indicates that academic self-efficacy was not a significant predictor of either student success or retention. Further research regarding the link between academic self-efficacy and student success and retention at the developmental level is necessary.

doctoral dissertations

Educational psychology
Adult education
Instructional systems--Design

D.Ed.

Anova
Developmental Education
Instructional Design
Logistic Regression
Self-Efficacy
Social Modeling

Educational Leadership

Flowers, Claudia

Gretes, John
D'Amico, Mark
Pyke, Garvey
Bjerregaard, Beth

Thesis (D.Ed.)--University of North Carolina at Charlotte, 2014.

This Item is protected by copyright and/or related rights. You are free to use this Item in any way that is permitted by the copyright and related rights legislation that applies to your use. For other uses you need to obtain permission from the rights-holder(s). For additional information, see http://rightsstatements.org/page/InC/1.0/.

Copyright is held by the author unless otherwise indicated.

DeAngelis_uncc_0694D_10624