Dropout Status and Academic Self-Efficacy Beliefs: The Role of In- and Out-of-School Factors

• In Event: Marriott Roundtable Session 46

Abstract

While academic self-efficacy beliefs significantly impact school performances, thus, educational outcomes, there is limited empirical research on relationships between self-efficacy and high school completion as well as the myriad factors that may shape these relationships. This paper draws from a community-based survey sample of 217, predominantly Latina/o young adults, collected through a participatory action research (PAR) project. It examines academic self-efficacy beliefs, as influenced by various in- and out-of-school factors, as well as the extent to which dropout status—i.e., having never, temporarily, or permanently left high school before graduation—mediates relationships between these factors and academic self-efficacy.

Authors

• Alice LaRue Joy Cook, University of Maryland - College Park

• Bradley Quarles, University of Maryland College Park

• Tara M. Brown, University of Maryland

• Claudia Lucia Galindo, University of Maryland - College Park