Perceptions on Intelligence and Self-Efficacy Among Community College Students Enrolled in Transitional Education Reading Courses

• In Event: 31.091 - Roundtable Session 10
  In Roundtable Session: 31.091-26 - Adult Literacy, Writing, and Transitions Data in Developmental Settings

Abstract

Utilizing Bandura’s theory of self-efficacy and Dweck’s self-theories on intelligence, the study describes how community college students enrolled in transitional education reading classes described their self-efficacy and self-theories on intelligence. The findings established areas of concern for academic self-efficacy and perceptions of intelligence. Despite optimistic perceptions about future academic performance and career attainment, students had few role models currently succeeding in higher education, few sources of verbal encouragement, and poor performance attainment from past academic experiences. Second, the development of short-term goals to support long-term degree attainment and realization of career aspirations was underdeveloped. While students aspired to hold professional career positions, their descriptions of short-term goals were localized to the context of the current class. Next, students described complex academic policy and experienced poor academic advising that threatened their academic progress. Finally, students perceived that other students’ academic performance was based on internal forces such as academic effort and external forces such as parenting, inherent intelligence, and no gap before enrollment in college.

Authors

• A. Yvette Myrick, Colorado Mountain College

• Rick C. Jakeman, The George Washington University

• Susan Swayze, The George Washington University