Learning Communities and Students' Social Self-Efficacy to Their University: First-Year Results From a Longitudinal Study

• In Event: Marriott Roundtable Session 78
  In Roundtable Session: Institutional Influences on Student Experiences

Abstract

This study investigates social self-efficacy among a cohort (n=383) of students living in a learning community at three different college campuses. Preliminary data analysis indicates students’ background characteristics and college experiences explained 31.2% of the variance in students’ social self-efficacy to their respective college campus. Likelihood of completing a postesecondary degree at any school and perceived academic control upon entering college were statistically significant in the first model. In the full model, ‘time use in non-class related activities’ and dissatisfaction with grades were significant predictors of decreasing students’ social self-efficacy to their university campus. Perceived academic control and social self-efficacy upon entering college and engagement in the seminar course were significant positive predictors of respondents’ perceived social self-efficacy.

Authors

• Darnell G. Cole, University of Southern California

• Christopher B. Newman, Azusa Pacific University

• Liane Indira Hypolite, University of Southern California

• Marissiko M. Wheaton, University of Southern California