ERIC Number: EJ1103353
Record Type: Journal
Publication Date: 2016-May-23
Abstractor: As Provided
Reference Count: 52
The Inequality of Self-Efficacy between Junior College and Traditional University Students
Morris, R. C.
Current Issues in Education, v19 n2 May 2016
Higher education research highlights the difficulties students face when transitioning from a junior college to a traditional university. This study explored a gap between junior vs. traditional university students' academic self-efficacy beliefs. This study also controlled for the effects of the student role-identity and academic performance on academic self-efficacy. Results found that junior college students experienced lower academic self-efficacy beliefs despite having higher overall grade point averages. Additionally, junior college students reported that their student role-identity was less important to them compared to students at the large public university. Findings suggest that structural disadvantage at the institutional level of higher education reproduces inequalities found in society at large.
Descriptors: Self Efficacy, Two Year Colleges, College Students, Higher Education, Traditional Schools, Beliefs, Academic Achievement, Comparative Analysis, Hypothesis Testing, Data Analysis, Statistical Analysis, Structural Equation Models, Maximum Likelihood Statistics, Likert Scales, Correlation, Case Studies, Grade Point Average, Role Perception, Student Role
Arizona State University, Mary Lou Fulton Institute and Graduate School of Education. Deans Office, P.O. Box 870211 Payne 108, Tempe, AZ 85287. Tel: 480-965-3306; Fax: 480-965-6231; e-mail: firstname.lastname@example.org; Web site: http://cie.asu.edu
Publication Type: Journal Articles; Reports - Research
Education Level: Two Year Colleges; Higher Education; Postsecondary Education
Authoring Institution: N/A