The College Self-Efficacy Inventory

For first year students coming straight from high school, college life can either be very exciting or overwhelming depending on how well one prepares for it. Some have the notion that college is fun and is all about partying, while some believe that it is an environment in which they can achieve the ultimate freedom thus escape the stringent rules made by their parents at home. Others look forward to experiencing a different learning environment while being exposed to different cultures and sharing different academic knowledge. Successful assimilation into college life is determined by the student’s capability to transform into the new role of a college student. Numerous students face challenges they have never experienced before which can

According to Kaplan (2013), students’ motivation levels are easily influenced through extrinsic forces in schools. Such forces can be attributed to simple events such as prom and graduate night. It is imperative to think of various solutions to this motivational issue because students who are planning on attending a four-year postsecondary institution might be at risk on losing their admission. Furthermore, losing their admission at this stage can signify no other option than attending a community college. It is important to note that though there are plenty of benefits in attending a community college this paper will focus only on students who plan on attending a four-year postsecondary

The study examines First Year Generation College students in Colleges and Universities. The majority of the research focuses on the challenges on what first year generation college students must go through to maintain a high level of academic performance and retention. First Year Generation College Students continue to make adjustments to survive college and must achieve academic success. When reviewing additional information regarding the study it involves talking to First Year Generation College Student filling out questionnaires and discussion their experiences on campus. The survey questions allows researchers to gain knowledge about how first year generation college adjusts to college. The study explores the challenges of first generation

As the United States economy requires more students to obtain college degrees, the number of students entering college unprepared becomes a pressing concern. According to Bragg & Taylor (2014) growing concern of college and career readiness (CCR) in the United States is requiring policy makers and educators to review factors that contribute to success. When students enter college unprepared, remediation courses are taken costing the student monies for skills that could have been completed prior to post-secondary education (Jackson & Kurleander, 2013). In order for students to meet standards set by postsecondary institutions, the students must demonstrate the skills and knowledge necessary. David Conley (2010) describes college readiness as, “the level of preparation a student needs in order to enroll and succeed without remediation—in a credit-bearing course at a postsecondary institution.” To achieve college readiness amongst all incoming college students, strategies must be developed for high school students to become college ready.

Transitioning from high school to college is a very important stage in a young adults life. It is an exciting, nerve racking, and sometimes frightening experience leaving home for the first time and essentially living on your own. Not having your immediate family around you for months at a time definitely affects students differently. Some students embrace the opportunity and strive while others do not make it past the first semester. However, research shows there are factors that increase the likelihood of becoming the student that strives rather than the student that does poorly. Factors

Often times people go into college with their eyes closed tightly, meaning they are totally unprepared for what lies ahead. There are a variety of aspects that determine whether students are successful in college. Meeting basic requirements to enter college, selecting the right courses, learning how to study on the college level, and managing time are all key factors in becoming a successful college student. Throughout college life students are faced with a variety of temptations. How they choose to overcome these temptations determine whether they become successful or not in

Attending college is a major accomplishment for many students. Students come from various backgrounds which include first generation attendees and minorities. Unfortunately, many students who begin fail to matriculate to their second year at a higher learning institute. Student retention is a long standing issue with no clear cut solution. Many researchers have conducted studies to try and understand the lack of attendance after the student’s first year.

College is a time unlike any other in our life, like high school, middle school, nor elementary school where students can just turn everything in by the end of the fourth quarter. College academics, especially in the first term, will be the most difficult because it is new material that students have never seen before. Plus, they’ll be facing much higher expectations for performance and the expectation that they are the one responsible for their own motivation and success. This means much more work than they are used to. As a college student one thing in our mind is to work hard, keep up all the good work, and succeed. “Someone’s sitting in the shade today because someone planted a tree a long time ago.”-Les Brown. The most important thing a student can do when they want to be successful in college is to plan ahead of the course or their schedule. There are several steps how to be successful in college, therefore, these three strategies to

WIP: Assessing Engineering Self-Efficacy Beliefs of Middle and High School Science Teachers and Impact of a Graduate Level Course on Self-Efficacy Beliefs of K-12 Science Teachers

Although many people will have different opinions on how to achieve personal success in college and consequently increase student retention, there are effective strategies that are proven to aid in achieving these goals.

The strength of individuals' self-efficacy is a powerful agent regarding their effort or willingness to attemp or complete a challenging task (Bandura, 1997, 1997). Self-efficacy is the extent to which an individual feels able to complete a task, activity, or reach a goal (Bandura, 1997, 1997). Consequently, counselors' self-efficacy may determine the likelihood and accuracy regarding how they act in unclear situation (e.g., ethical dilemmas). Effective practitioners integrate the knowledge of laws and ethical standards into their work with clients (Kocet, 2006). Therefore, the development of ethical knowledge and its integration into clinical work is an important issue to examine.

This is a review of the dissertation A Comparative Study of Traditional and Nontraditional Characteristics Predicting Retention among First Time in College Students researched by C. Joseph (2015). This dissertation looks closely at the retention and completion of first time college students and their persistence to obtain their educational goals. The dissertation also looks at programs and services that support and assist students’ needs and that reduce the risk of stopping-out or dropping-out of college. Joseph’s (2015) research identifies 68% of students coming out of high school enroll into college. These students face immediate challenges of higher education and the curricular demands they encounter. Many institutions put first-time students through orientation programs in an attempt to familiarize the student with all the resources available to them, to help aid in their success. Additionally, these orientation programs usually contain team building components and activities so students have the opportunity to interact and bond with their peers. Students who develop a network of peers feel connected to an institution and utilize the resources available to them. Joseph’s (2015) research states that these students have a much higher success rate persisting through their programs of study and reaching completion.

Transitioning into higher education presents challenges for all students, whether it’s their age or previous educational history. Numerous individuals are extremely nervous as they are entering into an advanced environment such as higher education. This because college is a new learning environment at a completely different level. However, freshmen find college to be difficult at first because it’s harder for them to adjust. That’s why many universities should have student centers in place to help students. Student centers give students the pathway for flexible learning as it results in being successful in higher education (Baužienė & Vosyliūtė 2015).

The purpose of the study was to examine how Academic Success Inventory for College Students (ASICS) can be used to evaluate the success of students academically and achieve higher performance. ASICS is an instrument with 50 items that have10 factors used to measure academic skills, anxiety, motivation, personal adjustment, and other factors that affect student performance (Prevatt et al, 2011). This study measured the academic success of college students using 10 subscales of ASICS: general academic skills, confidence, perceived efficacy of instructor, concentration, future external motivation, socializing, career decidedness, lack of anxiety, personal adjustment, and current external motivation. The ASICS was applied on a pilot study of 315 students and then a sample of 930 students from a public university in south-eastern United States (Prevatt et al, 2011). Analyzed ASICS in the early stages of validation that was developed based on the notion that academic success in college is truly multidimensional in nature and has a multivariate indicator. Specifically, their study contributes to the factors

This essay will examine how social skills and personal attributes help first year university students in the way to academic success. Glogowska, Young and Lockyer (as cited in Richardson, King, Garrett & Wrench, 2012, p.88) noted that many first year students decide to leave university as the consequence of health issue and academic challenges. Concern that academic skills are not enough for students to deal with the problem of transition period and students need more skills and abilities to reach their academic goals.