ERIC Number: EJ726790
Record Type: Journal
Publication Date: 2005-Jun-22
Educational Self-Efficacy of College Women: Implications for Theory, Research, and Practice
Rayle, Andrea Dixon; Arredondo, Patricia; Kurpius, Sharon E. Robinson
Journal of Counseling & Development, v83 n3 p361 Sum 2005
This study examined the relationships among academic stress, valuing of education, self-esteem, and educational self-efficacy for first-semester, female undergraduates and the interaction of race/ethnicity with these variables. Conducted at a large, southwestern university, this study was part of a comprehensive examination of psychosocial factors related to academic persistence decisions of 876, first-year college undergraduates, 549 (62.7%) of whom were women. The women's mean age was 18.27 years (SD = 1.56). Self-reported race/ethnicity revealed that 377 (68.3%) were Euro-American, 25 (4.6%) Asian American, 77 (14%) Latino, 7 (1.3%) international, 12 (2.2%) African American, 19 (3.5%) Native American, and 32 (5.8%) were biracial. The majority of the women were from in state (n = 339, 61.7%), and most were either living with family (n = 160, 29.1%) or on campus (n = 329, 59.9%). Self-reported high school grade point average (GPA) was 3.49 (SD = .39). Participants were recruited through more than 50 sections of 100-level classes and through ethnic and racial minority student organizations. Students were told that participation was voluntary, that participation was not related to their class grade, and that their responses would be kept confidential. A lottery gift of $100, $50, or $25 was offered to encourage participation. Approximately 90% of 1st-year female undergraduates who were recruited chose to participate and completed the survey packet. In addition to the demographic variables, the five constructs examined were personal and family valuing of education, self-esteem, educational self-efficacy, and academic stress. Overall, the findings present an interesting pattern. Mothers' education, fathers' education, family income, and high school GPAs were positively related to educational self-efficacy. The findings suggest that educational self-efficacy, personal valuing of education, family valuing of education, academic stress, and self-esteem are important for college women, in general, and do not necessarily interact with race/ ethnicity. The results also have implications for counseling practice and future research. The findings suggest that self-beliefs are more influential in determining college women's levels of educational self-efficacy than is family valuing of education and are also related to less academic stress. Future research, both quantitative and qualitative, should reexamine and extend the issues raised in this study.
Descriptors: Self Efficacy, Higher Education, College Freshmen, Females, Anxiety, Ethnicity, Minority Groups, Academic Persistence, Ethnic Groups, Self Esteem, Stress Variables, Family Influence, Grade Point Average, Student Attitudes, Correlation
American Counseling Association. P.O. Box 2513, Birmingham, AL 35201-2513. Tel: 800-633-4931; Web site: http://www.counseling.org/Publications/Journals.aspx.
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Authoring Institution: N/A
Identifiers - Location: United States