Beyond the letter grade: Examining levels of academic self-efficacy among first year in-state and out-of-state college students

The purpose of this quantitative study was to help inform a gap in literature regarding comparisons of Academic Self-Efficacy (ASE) among in-state and out-of-state First-Time-In-College (FTIC) students at Wichita State University (WSU). A quantitative analysis among 174 in-state (N = 137) and out-of-state (N = 37) FTIC students were used to compare overall reported levels of ASE between each group and which academic tasks resulted in the strongest and weakest levels of ASE. Findings suggested no statistically significant difference in levels of ASE between in-state and out-of-state students at WSU. Furthermore, results found in-state and out-of-state student groups reported similarly among academic tasks which elicited the strongest and weakest rated responses of ASE. The academic tasks eliciting the strongest ASE for both FTIC groups pertained to meeting deadlines for individual and group projects and assignments. The tasks eliciting the weakest ASE for both FTIC groups pertained to speaking up when they do not understand lectures or need help, and asking questions during lectures. The study’s findings support the importance and impact of ASE during the first year of college. Moreover, these findings may help guide instructor and institutional practices in the development and support of ASE in a student’s first year of college. Future implications are outlined and discussed.

Author

• Dorion, Brandon

Identifier

hdl:10057/27408

OAI identifier oai:identifier

oai:soar.wichita.edu:10057/27408