期刊
JOURNAL OF COLLEGE STUDENT RETENTION-RESEARCH THEORY & PRACTICE
卷 22, 期 4, 页码 655-675出版社
SAGE PUBLICATIONS INC
DOI: 10.1177/1521025118783485
关键词
social cognitive career theory; self-efficacy; prescriptive advising; 4-year graduation
The study found that prescriptive advising significantly influenced students' 4-year graduation rates by not only having a direct effect, but also indirectly impacting students through increasing their self-efficacy and academic goals.
In this study, we investigated how environmental, cognitive, and demographic variables influenced students' ability to graduate from a 4-year university in 4 years. Specifically, we examined how behaviors related to social cognitive career theory (i.e., self-efficacy, outcome expectations, and academic goals) were influenced by contextual experiences related to prescriptive academic advising to ultimately predict students' ability to graduate in 4 years. After holding students' demographic characteristics constant, results from structural regression analyses indicated that prescriptive advising had a direct effect on students' 4-year graduation rates. In addition, prescriptive advising had indirect effects on students' 4-year graduation rates through its impact on students' self-efficacy and the serial path involving students' self-efficacy and their academic goals. Our results suggest that if institutions want to ensure they maximize 4-year graduation rates, helping students understand that it is possible to graduate in 4 years is critical.
作者
我是这篇论文的作者
点击您的名字以认领此论文并将其添加到您的个人资料中。
推荐
暂无数据