Loading...
Student voices: self-efficacy and graduating high school
Surland, Robin
Surland, Robin
Citations
Altmetric:
Files
Loading...
Dissertation
Adobe PDF, 534.09 KB
Authors
Other Names
Location
Time Period
Advisors
Original Date
Digitization Date
Issue Date
2010-05
Type
Dissertation
Genre
Keywords
Subjects (LCSH)
Electronic dissertations
Electronic dissertations
Electronic dissertations
Citation
Abstract
This sequential mixed methods study explored the role self-efficacy plays in students’
persistence to graduating high school. Framed within social cognitive theory, data collection
included a self-efficacy scale, open-ended survey questions, and personal interviews. Data
analysis consisted of descriptive statistics, comparative means of quartiles, and constant
comparative methods for qualitative data. Findings were supported by the literature on selfefficacy
and showed a relationship between student self-efficacy and locus of control, as well as
increased academic persistence in high self-efficacy students. The higher self-efficacy quartiles
of students were also found to have enhanced problem-solving skills to overcome obstacles
affecting their ability to persist in school. No significant correlations were found between selfefficacy
and grades or standardized assessment scores. Implications for practice in school
settings are discussed.
Table of Contents
Description
Thesis (Ed.D.)--Wichita State University, College of Education, Dept. of Educational Leadership
Publisher
Wichita State University
Journal
Book Title
Series
Digital Collection
Finding Aid URL
Use and Reproduction
Copyright Robin Surland, 2010. All rights reserved