Assessing First-Year Seminar Performance with College Engagement, Academic Self-Efficacy, and Student Achievement

Authors

  • Alexis A. Hauck University of Northern Colorado
  • Chris Ward University of Northern Colorado
  • Stephanie L. Persutte-Manning University of Northern Colorado
  • Angela L. Vaughan University of Northern Colorado

DOI:

https://doi.org/10.33423/jhetp.v20i4.2988

Keywords:

Higher Education, Practice, first-year seminar, college engagement, academic self-efficacy, first-generation students

Abstract

Retention is concerning in higher education as enrollment continues to increase, including the number of first-generation students. Research supports that student success can be impacted by academic self-efficacy and college engagement and implementing effective first-year seminars (FYS) may improve these constructs. This study examined the relationship between engagement and academic self-efficacy and FYS performance. The relationship of these constructs to academic outcomes (i.e., first-term GPA and persistence) was also explored. FYS performance was significantly related to both engagement and academic self-efficacy and each of these constructs were then positively related to achievement. Suggestions for improving the learning environment are included.

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Published

2020-08-18

How to Cite

Hauck, A. A., Ward, C., Persutte-Manning, S. L., & Vaughan, A. L. (2020). Assessing First-Year Seminar Performance with College Engagement, Academic Self-Efficacy, and Student Achievement. Journal of Higher Education Theory and Practice, 20(4). https://doi.org/10.33423/jhetp.v20i4.2988

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Section

Articles