{"id":{"repo_id":"umkc","oai_identifier":"oai:mospace.umsystem.edu:10355/101505"},"canonical_url":"https://search.dev.ndltd.org/etd/umkc/oai:mospace.umsystem.edu:10355/101505","repository":{"repo_id":"umkc","name":"University of Missouri - Kansas City","base_url":"https://mospace.umsystem.edu/oai/request"},"display":{"title":"The relationship between participation in a first-year seminar and student self-efficacy","abstract":"The transition to college can be challenging for first-year students, impacting their academic performance and overall well-being. One strategy employed to ease the college transition is the first-year seminar, designed to introduce students to academic expectations, build social connections, develop self-management skills, and support students’ academic success. This dissertation investigates the relationship between participating in a first-year seminar and student self-efficacy. Drawing from Bandura’s Social Cognitive Theory, college impact models, and extant literature, the study hypothesizes that a first-year seminar will positively influence student academic and social self-efficacy through several mechanisms. Using data collected from a sample of first-year college students enrolled full-time in a specific first-year seminar at a medium-size public institution, the study uses multiple regression to examine the relationship between first-year seminar participation and academic and social self-efficacy while controlling for relevant factors. Specifically, regression analysis will investigate whether the relationship between first-year seminar participation and academic and social self-efficacy varies by engagement with specific first-year seminar components known in the literature to improve academic success and self-efficacy. The influence of extracurricular activities is also examined. The conclusions from paired sample t-tests revealed that students experienced significant gains in academic and social self-efficacy following their enrollment in an institution’s First Year Experience course. Multiple regression indicated mixed findings, with some regression models showing significant relationships between variables and students’ change in academic and social self-efficacy, while others demonstrated non-significant results. In light of these findings, implications include tailoring first-year seminars to better meet student needs and broader assessment strategies beyond assessing student learning outcomes for individual courses.","abstract_html":"The transition to college can be challenging for first-year students, impacting their academic performance and overall well-being. One strategy employed to ease the college transition is the first-year seminar, designed to introduce students to academic expectations, build social connections, develop self-management skills, and support students’ academic success. This dissertation investigates the relationship between participating in a first-year seminar and student self-efficacy. Drawing from Bandura’s Social Cognitive Theory, college impact models, and extant literature, the study hypothesizes that a first-year seminar will positively influence student academic and social self-efficacy through several mechanisms. Using data collected from a sample of first-year college students enrolled full-time in a specific first-year seminar at a medium-size public institution, the study uses multiple regression to examine the relationship between first-year seminar participation and academic and social self-efficacy while controlling for relevant factors. Specifically, regression analysis will investigate whether the relationship between first-year seminar participation and academic and social self-efficacy varies by engagement with specific first-year seminar components known in the literature to improve academic success and self-efficacy. The influence of extracurricular activities is also examined. The conclusions from paired sample t-tests revealed that students experienced significant gains in academic and social self-efficacy following their enrollment in an institution’s First Year Experience course. Multiple regression indicated mixed findings, with some regression models showing significant relationships between variables and students’ change in academic and social self-efficacy, while others demonstrated non-significant results. In light of these findings, implications include tailoring first-year seminars to better meet student needs and broader assessment strategies beyond assessing student learning outcomes for individual courses.","abstract_has_math":false,"creators":["Portmann, Brianna K."],"institution":"University of Missouri--Kansas City","degree_name":"Ed.D. (Doctor of Education)","degree_level":"Doctoral","degree_discipline":"Education (UMKC)","degree_department":null,"school":null,"contributors":[],"advisors":["Riggers-Piehl, Tiffani"],"committee_chairs":[],"committee_members":[],"year":2024,"date_issued":"2024","date_published":"2024","updated_at":"2026-07-24T05:17:24Z","subjects":[],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://hdl.handle.net/10355/101505","outbound_label":"Handle","outbound_source":"dc:identifier.uri"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor.advisor","label":"Advisor","values":["Riggers-Piehl, Tiffani"]},{"key":"dc:creator","label":"Author","values":["Portmann, Brianna K."]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.accessioned","label":"Dc Date Accessioned","values":["2024-05-29T07:01:42Z"]},{"key":"dc:date.available","label":"Dc Date Available","values":["2024-05-29T07:01:42Z"]},{"key":"dc:date.issued","label":"Date","values":["2024"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Education (UMKC)"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Doctoral"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Ed.D. (Doctor of Education)"]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["University of Missouri--Kansas City"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier.uri","label":"Identifier URI","values":["https://hdl.handle.net/10355/101505"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["Title from PDF of title page, viewed May 31, 2024","Dissertation advisor: Tiffani Riggers-Piehl","Vita","Includes bibliographical references (pages 223-240)","Dissertation (Ed.D.)--School of Education. University of Missouri--Kansas City, 2024"]},{"key":"dc:description.abstract","label":"Abstract","values":["The transition to college can be challenging for first-year students, impacting their academic performance and overall well-being. One strategy employed to ease the college transition is the first-year seminar, designed to introduce students to academic expectations, build social connections, develop self-management skills, and support students’ academic success. This dissertation investigates the relationship between participating in a first-year seminar and student self-efficacy. Drawing from Bandura’s Social Cognitive Theory, college impact models, and extant literature, the study hypothesizes that a first-year seminar will positively influence student academic and social self-efficacy through several mechanisms. Using data collected from a sample of first-year college students enrolled full-time in a specific first-year seminar at a medium-size public institution, the study uses multiple regression to examine the relationship between first-year seminar participation and academic and social self-efficacy while controlling for relevant factors. Specifically, regression analysis will investigate whether the relationship between first-year seminar participation and academic and social self-efficacy varies by engagement with specific first-year seminar components known in the literature to improve academic success and self-efficacy. The influence of extracurricular activities is also examined. The conclusions from paired sample t-tests revealed that students experienced significant gains in academic and social self-efficacy following their enrollment in an institution’s First Year Experience course. Multiple regression indicated mixed findings, with some regression models showing significant relationships between variables and students’ change in academic and social self-efficacy, while others demonstrated non-significant results. In light of these findings, implications include tailoring first-year seminars to better meet student needs and broader assessment strategies beyond assessing student learning outcomes for individual courses."]},{"key":"dc:title","label":"Title","values":["The relationship between participation in a first-year seminar and student self-efficacy"]}]}],"canonical_facts":{"dc:contributor.advisor":["Riggers-Piehl, Tiffani"],"dc:creator":["Portmann, Brianna K."],"dc:date.accessioned":["2024-05-29T07:01:42Z"],"dc:date.available":["2024-05-29T07:01:42Z"],"dc:date.issued":["2024"],"dc:description":["Title from PDF of title page, viewed May 31, 2024","Dissertation advisor: Tiffani Riggers-Piehl","Vita","Includes bibliographical references (pages 223-240)","Dissertation (Ed.D.)--School of Education. University of Missouri--Kansas City, 2024"],"dc:description.abstract":["The transition to college can be challenging for first-year students, impacting their academic performance and overall well-being. One strategy employed to ease the college transition is the first-year seminar, designed to introduce students to academic expectations, build social connections, develop self-management skills, and support students’ academic success. This dissertation investigates the relationship between participating in a first-year seminar and student self-efficacy. Drawing from Bandura’s Social Cognitive Theory, college impact models, and extant literature, the study hypothesizes that a first-year seminar will positively influence student academic and social self-efficacy through several mechanisms. Using data collected from a sample of first-year college students enrolled full-time in a specific first-year seminar at a medium-size public institution, the study uses multiple regression to examine the relationship between first-year seminar participation and academic and social self-efficacy while controlling for relevant factors. Specifically, regression analysis will investigate whether the relationship between first-year seminar participation and academic and social self-efficacy varies by engagement with specific first-year seminar components known in the literature to improve academic success and self-efficacy. The influence of extracurricular activities is also examined. The conclusions from paired sample t-tests revealed that students experienced significant gains in academic and social self-efficacy following their enrollment in an institution’s First Year Experience course. Multiple regression indicated mixed findings, with some regression models showing significant relationships between variables and students’ change in academic and social self-efficacy, while others demonstrated non-significant results. In light of these findings, implications include tailoring first-year seminars to better meet student needs and broader assessment strategies beyond assessing student learning outcomes for individual courses."],"dc:identifier.uri":["https://hdl.handle.net/10355/101505"],"dc:title":["The relationship between participation in a first-year seminar and student self-efficacy"],"thesis:degree_discipline":["Education (UMKC)"],"thesis:degree_level":["Doctoral"],"thesis:degree_name":["Ed.D. (Doctor of Education)"],"thesis:institution_name":["University of Missouri--Kansas City"]},"updated_at":"2026-07-24T05:17:24Z"}