Educational Studies (General Education)
School of Education
Experiential Learning, Persistence, Retention, Social Cognitive Theory, Theory of Involvement
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.
Davis, B. (2015). Using Co-Curricular Programs to Build College Student Self-Efficacy: A Pathway to Second-Year Student Persistence (Doctoral dissertation, Duquesne University). Retrieved from https://dsc.duq.edu/etd/464