NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1125106
Record Type: Journal
Publication Date: 2017-Feb
Pages: 14
Abstractor: As Provided
ISSN: ISSN-1521-0251
Developmental Education's Impact on Students' Academic Self-Concept and Self-Efficacy
Martin, Kimberly; Goldwasser, Molly; Harris, Eugenia
Journal of College Student Retention: Research, Theory & Practice, v18 n4 p401-414 Feb 2017
Students who are enrolled in developmental courses often persist at lower rates than students who enter college prepared for college-level work. This phenomenon has been attributed to numerous potential factors, including the psychological impact of assignment to developmental courses. This study examines the impact of enrollment in multiple developmental courses on students' academic self-concept and academic self-efficacy using the difference in differences method of analysis. Students at a small, regional college in the southeast were surveyed at the beginning and end of their first semester of enrollment. Researchers found no negative impact on students' academic self-concept or self-efficacy as a result of enrollment in multiple developmental courses in the first semester, but students enrolled in multiple developmental courses had lower academic self-concept than peers. There was no difference between the groups for academic self-efficacy.
SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Academic Self Concept Scale
Grant or Contract Numbers: N/A