The Importance Of Student Self-Efficacycy

This study was also conducted by interviewing to get results and was to analyze the desire for higher education . The study for Ms. Olive revealed that parents’ education is important for students as it can either encourage or discourage the students from seeking higher education (2014). The study stated that the Hispanics students might not seek higher education as they feel that they are less prepared psychologically and academically (2015). Along with those some factors, the study revealed that to influence them, the students, to seeking higher educations it helps when they are “influenced by respected others: resilience, persistence, and self-efficacy: need for distinction and career satisfaction: spirituality and divine influence,” (2014 p.87). The results that were found among between both researchers are important to understanding the causes of the

This same topic was both supported and echoed in an article by Nunez and Crisp. The data set provided by Nunez and Crisps elucidates that 41% of Mexican Americans and 42% of Puerto Ricans shared that family reasons affected their choice in pursuing higher education (Nunez & Crisp, 2012). When further investigated that data went on to conclude that “family reasons” specifically meant that the family had in some way held the student back from achieving the higher education. Particular instances identified were that the students were being advised against attending a four-year institution due to distance from the family home or lack of familiarity with the four-year college model. However, not all research is consistent in supporting the idea of family influence serving in a negative role. On the contrary Kristin Calaff’s article states that, “Many first generation Latino parents encourage their children with stories of a successful relative, either real or invented, to help solidify the importance of higher education” (Calaff, 2008). Calaff’s research goes on to explore that intense determination instilled in these students from the parents to provide and encourage for a future and life better then their own (Calaff, 2008). Calaff’s evidence that Latino parents want more opportunities for their children really coincides with Auerbach’s reasoning on why it is vital that parents are aware of

The socioeconomic status of an individual’s parents has always been one of the clear-cut forecasters of the individual’s academic success and educational accomplishment. The correlation between family socioeconomic uniqueness and student accomplishment is one of the most forceful patterns in educational scholarship; however the reasons and means

The population increase of Hispanics has made the youth group the largest minority group in the United States (Cohn, Lopez, & Passel, 2011). The growth in U.S. born Hispanics has also increased the amount of first generation college bound going students. Unfortunately, many latina/o students come from poor communities and attend under services schools. These students are faced with the task of seeking academic outreach programs to show them the way to higher educational endeavors. The sample in the study are all college bound students based on the eligibility requirement to join the Higher Education Mentoring Program. The participant criteria is maintaining at least a 2.5 gpa, and actively striving to constantly improve performance on A-G courses. The purpose of this study was to identify the psychological, social and cultural factors that influence theses students college aspirations. This study used the Psychosociocultural (PSC) model that encourages the examination of academic self-efficacy, peers,parental, and faculty support and school environment to further understand educational perseverance. The literature on first generation students shows that those who participate in outreach programs

Self-efficacy, for the purpose of this study, may be defined as a person’s optimistic self-belief. This is the belief that a person can develop the skills to perform new or difficult tasks to cope with changes in health and functioning. When a person perceives self-efficacy, it will facilitate goal-setting, effort, investment, persistence, overcoming obstacles and recovery from disappointments and failures. It can be regarded as a positive outlook or proactive way to handle stress factors. It is the ability to successfully cope with health changes, and implies an internal and stable acceptance of changes and ability to successfully adapt to those changes. Perceived self-efficacy is functional in

One of the first and foremost reoccurring themes throughout the review of current literature on this subject has been the concept of self-efficacy and perseverance as the sole reason of black male success and retention at Hispanic Serving Institutions. In a doctoral work entitled, “Personal and Institutional Factors Relationship to Self-Efficacy of Persistence to the Senior Year in College Among Self-Identified Black Undergraduate Students in a Hispanic Serving Institution,” author Sandra Fletcher analyzes eight key factors that are alleged to have a significant role in the success and retention of Black males at Hispanic Serving Institutions. The eight factors listed as determinants of success were, “self-pride/personal goal, professional aspiration/career, motivation to support family, desire to have financial independence/better job, to serve community, opportunity to go to college, being first-generation college student, and prove to family the value of higher education” (Fletcher 2012: vii).

Investigating college-readiness by looking at the data for particular groups pinpoints definite achievement gaps. The profile of a college student in the United States reveals that about 60% of recent graduate are “not college-ready” (Kirst, 2007). High school graduation data broken down by ethnicity indicates that 97% of African Americans and 90% of Hispanics are not college-ready upon high school completion (Collins, 2009). This percentage compares to 33% of Caucasian and 25% of Asian students being college-ready at high school completion (Bettinger & Long, 2007). Further, an investigation of gender disparities reveal that males and females tend to perform similarly on college readiness

“Students whose parents expect them to earn a college degree are 38% more likely to expect a four-year college degree than students whose parents do not expect them to earn a college degree.” Parent’s need to invest in their child’s future. The more the parents invest and talk about pursing a degree and going to college, the more the child will be wanting to go. In poorer families, they tend to invest all the time into the son’s future while in wealthier families they invest in the daughter’s education. There seems to be a change occurring since gender discrimination and stereotyping have decreased, this opens the door for more opportunities in different occupations for women. This has also increased for women not being able to rely on their partner for financial reasons causing parents to provide a greater equity between sons and daughters. Parents who tend to put more pressure on their children to get good grades and set high expectations for their children across all racial/ethnic backgrounds, are more likely to stay in

After reading chapter 10 in my educational psychology book and learning about Albert Bandura and his Social Cognitive Theory, I knew that I had to report on self-efficacy, but I also wanted to make sure to touch on the effects of poverty that has been discussed throughout the book as well. Poverty is an issue that more and more of our nation’s children are coming face to face with. The price that children of poverty must pay is unbelievably high. Each year, increasing numbers of children are entering schools with needs from circumstances, such as poverty, that schools are not prepared to meet.

Concept analysis and concept development are the terms used to refer to the process of bringing clarity to the definition of the concepts used in nursing science. They are generally applied to the process of inquiry that examines concepts for their level of development as seen in their internal structure, use, representativeness, and relationship to other concepts, in the quest to promote better understanding. Much of the conceptual basis of nursing theory has been derived from already established concepts from other disciplines, and a re-examination of these concepts for relevance and fit to nursing, is important for determining its appropriateness of application (McEwen, 2007).

This research article possessed many strengths. The authors did an exceptional job in including all factors such as gender, SES, ethnicity, minority groups, single parent families, school and neighborhood disadvantages in regards to its correlation with academic success. The authors also did a good job in providing support on other studies in order to make their hypotheses more credible. Another aspect of the research that I found to be a strength is the

build self-efficacyWhen you were in elementary school, did classroom instruction prepare you adequately for critical thinking tasks? Would Jean Piaget have been impressed with the teaching strategies used by your teachers? Explain.

The results of the study only partially confirm that both types of motivation, family expectation and personal motivation, was related to college outcomes. Personal motivation was found to be predictive of college adjustment; whereas, external motivation from family expectations was not significantly related. There was no significant difference between Latino and Asian participants except for GPA. High school GPA was calculated using t (140) = -2.82, p< .005 and

In today’s’ society, success is often measured by academic and professional achievement. Higher education provides more opportunity and freedom. Statistics verify that generally, the more highly educated have higher earnings and there is a significant difference between wages earned by employees with College degrees and those without. Higher education is often perceived as a means to a ‘better life’ .Though many recognize the benefits of higher education, the rate at which students leave in their first year of College is still very high. Students leave their first year of College for

Teacher self-efficacy is an integral element of an effective teaching and learning environment. Wentzel and Miele (2016) pointed out that self-efficacy encompasses the personal beliefs that an individual teacher has regarding his/her own capabilities to help students and the higher the self-efficacy the greater the job satisfaction. According to the self-efficacy theory, teachers with greater self-efficacy are poised to help students succeed, develop challenging activities, and be more persistent with students who have difficulties (Bandura, 1997). In addition, self-efficacy among the teachers is associated with support for student’s ideas, positive classroom environments, and higher student achievement levels