The College-Going Beliefs of Students in a Precollege Program: An Application of the Theory of Planned Behavior

• In Event: Promising Scholarship in Education: Dissertation Fellows and Their Research

Abstract

Federally-funded pre-college programs seek to address disparities in college attendance by implementing programming in middle schools and high schools intended to positively influence student beliefs about college enrollment and success. Moreover, these programs seek to facilitate student engagement in behaviors that increase academic preparation for college and are associated with enrollment in college. With a sample of middle and high school students, this study examines factors that influence students’ beliefs toward college readiness behaviors, and how student beliefs toward college readiness behaviors influence their participation in a pre-college program. In addition, this study investigates how student participation in a pre-college program predicts changes in beliefs and behaviors that promote academic preparation for college. The theoretical framework used to guide this study is the theory of planned behavior, which supports the idea students’ attitudes, subjective norms, and perceived behavior control influence their academic-related behavioral intentions and eventual engagement in behaviors that can promote their academic success. Survey data collected at two-time points will be analyzed using rigorous research methods and statistical techniques. An examination of these factors will help elucidate the processes that drive a long-term outcome and goals of pre-college interventions: increased college attendance among underrepresented groups.

Author

• James Ellis, University of Michigan - Ann Arbor