College Transition Program Proactive Advising, Academic Self-Efficacy, and College GPA: A Structural Equation Model

• In Event: Transition Programs for College Student Success

Abstract

College transition programs are promising interventions that may promote student success. However, little research explicitly examines specific program strategies and their link to desired student outcomes. Proactive advising is one promising, yet understudied, specific approach to supporting traditionally underserved students in college transition programs as a means toward building students’ confidence in their academic capabilities and promoting college achievement. This study uses structural equation modeling to examine the impact of a college transition program’s proactive advising strategy on academic self-efficacy and college GPA among low-income, first generation, and underrepresented racial/ethnic minority college students. Results suggest the important role of institutional agents in college transition programs in providing proactive advising, support, and encouragement to promote students’ academic success. Implications are discussed.

Authors

• Gwendelyn Rivera, University of California - Santa Cruz

• Joseph Kitchen, University of Southern California

• Darnell G. Cole, University of Southern California