Reading, Writing, and Belonging: A Qualitative Study Exploring Academic Self-Efficacy Among First-Year, First-Generation Students at a Hispanic-Serving Institution

This qualitative multicase study explores how first-year, first-generation college students at a Hispanic-Serving Institution (HSI) perceive their academic self-efficacy for reading and writing. The study focuses on students who were concurrently enrolled in a First-Year Seminar (FYS) course and a developmental literacy course. Grounded in Bandura’s (1986, 1998) social cognitive theory, specifically the model of triadic reciprocal determinism (TRD), this study examines how personal, behavioral, and environmental sources of efficacy information shape students’ confidence in academic literacy practices. Drawing on Lea and Street’s (1998, 2006) Academic Literacies Model, the study also considers how students’ identities, institutional power dynamics, and literacy practices interact in postsecondary contexts. Data were collected through focus groups, individual interviews, and participant-provided documents, and analyzed using thematic analysis within and across cases. Findings indicate that students’ perceived academic self-efficacy is constructed through mastery experiences, support from peers and instructors, and development of academic identity. Participation in FYS and developmental literacy provided opportunities for feedback, modeling, and emotional regulation, which are key sources of self-efficacy. However, institutional barriers and inconsistent instructional practices sometimes hindered participants’ confidence and literacy development. This study contributes to the limited body of qualitative research on self-efficacy among first-year, first-generation students in developmental education. The findings offer implications for educators, researchers, and policymakers on how to design and implement FYS and developmental literacy curricula that meaningfully support the academic confidence and success of first-year, first-generation college students.

Name thesis:degree_name

Doctor of Philosophy

Level thesis:degree_level

Doctoral

Discipline thesis:degree_discipline

Developmental Education

Grantor

Texas State University

Year dc:date.issued

2025

Author dc:creator

• Reynolds, Jessica S.

Advisor dc:contributor.advisor

• Paulson, Eric J.

Committee members dc:contributor.committeemember

• Acee, Taylor W.
• Summers, Emily J.
• Sperry, Rita

• self-efficacy
• first-generation students
• first-year students
• Hispanic Serving Institutions

Language dc:language.iso

en

Handle dc:identifier.uri

https://hdl.handle.net/10877/22476

OAI identifier oai:identifier

oai:digital.library.txst.edu:10877/22476