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dc.creatorBarouch-Gilbert, Abraham
dc.date.accessioned2015-11-02T19:36:26Z
dc.date.available2015-11-02T19:36:26Z
dc.date.issued2015
dc.identifier.urihttp://hdl.handle.net/2376/5521
dc.descriptionThesis (Ph.D.), Washington State Universityen_US
dc.description.abstractThis qualitative study explored the experiences of thirteen former probationary students to better understand how their self-efficacy influenced their academic choices that contributed to academic achievement as well as the manner in which their self-efficacy beliefs were developed. For this reason I drew upon self-efficacy theoretical framework. When sharing their experiences of being classified on academic probation and self-efficacy development, students described support as playing an important role in their academic achievement and success. Within support, encouragement (social persuasions), and learning/ guidance from others (vicarious experiences) emerged. Further, participants' academic achievements (e.g., good grades on tests, paper, and or assignments) and emotional states during the semester seemed to strengthen their efficacy beliefs. This study adds to emerging research related to students' experiences when on academic probation by emphasizing their self-efficacy development. Findings are substantial in that they offer understandings related to student persistence and retention in higher education.en_US
dc.description.sponsorshipDepartment of Educational Psychology, Washington State Universityen_US
dc.language.isoEnglish
dc.rightsIn copyright
dc.rightsNot publicly accessible
dc.rightsclosedAccess
dc.rights.urihttp://rightsstatements.org/vocab/InC/1.0/
dc.rights.urihttp://www.ndltd.org/standards/metadata
dc.rights.urihttp://purl.org/eprint/accessRights/ClosedAccess
dc.subjectEducational psychologyen_US
dc.subjectHigher educationen_US
dc.subjectAcademic Probationen_US
dc.subjectHigher Educationen_US
dc.subjectSelf-Efficacyen_US
dc.titleSELF-EFFICACY BELIEFS OF FORMER PROBATIONARY STUDENTS
dc.typeElectronic Thesis or Dissertation


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