Defense Date

7-27-2015

Graduation Date

2015

Availability

Immediate Access

Submission Type

dissertation

Degree Name

EdD

Department

Educational Studies (General Education)

School

School of Education

Committee Chair

James Schreiber

Committee Member

James Rund

Committee Member

Darius Prier

Keywords

Experiential Learning, Persistence, Retention, Social Cognitive Theory, Theory of Involvement

Abstract

This dissertation examines the potential link between college student's self-reported self-efficacy and their eventual persistence into the third-year of matriculation at Arizona State University. Using a framework of Bandura's work on self-efficacy, Ryan & Deci's work on Self-Determination Theory, and Kolb's Model of Experiential Learning a design for action that may lead to increased student self-efficacy is proposed. This study used a one within one between one-way analysis of variance design with three groups to test the potential correlation between student self-efficacy and student persistence into the third year. The study concluded with no results, as the correlations between the students drop in self-efficacy were insignificant, and the sample size was too small to be relevant. Further research is required to either prove or disprove this link, at which point the program design presented may be shown to be an effective method for increasing student persistence towards graduation.

Format

PDF

Language

English

Download

Share

COinS