Examining the Effects of Social Self-Efficacy Among Two Cohorts of First-Year Students Participating in a Comprehensive College Transition Program

• In Event: 79.030 - Success in the First Year of College

Abstract

In this study, two cohorts of entering first-year college students involved in a comprehensive college transition program learning community are examined longitudinally. A survey administered at the beginning and end of respondents first year provide rich data on the effect of their background characteristics and the key program components playing a significant role in their self-reported social self-efficacy. Academic control and the baseline pre-test measurement for social self-efficacy were significant for both cohorts. The 2015 (n=383) cohort had their time use in non-academic activities, being happy with their grade checks and engaging in shared academic courses and significant predictors. The 2016 (n=419) cohort had staff care and support and making changes due to the grade check as significant predictors.

Authors

• Christopher B. Newman, Azusa Pacific University

• Liane Indira Hypolite, University of Southern California

• Darnell G. Cole, University of Southern California