Academic Self-Efficacy of African American Male Thurgood Marshall Preservice Teacher Candidates

• In Event: 14.046 - Poster Session 1
  In Poster Session: 14.046-3 - Division K Section 4 Poster Session 1

Abstract

Present performance and attitude is influenced by past failure, others perception of them as capable and the existence of achievement models (Bandura, 2002). A descriptive study was conducted for the purposes of discussing student academic self-efficacy among a population of primarily African American male Thurgood Marshall pre-service teacher candidates. The Academic Self-Efficacy Survey (Butler, Metofe, and Leslie, 2014) was administered which revealed high academic self-efficacy generally and within each subscale Performance Accomplishments, Verbal Persuasion, Emotional Arousal, and Vicarious Experience. Student academic characteristic behaviors were described and recommendations for college teaching were discussed.

Authors

• Douglas M. Butler, Prairie View A&M University

• Doris Wright Carroll, Kansas State University