Examining Relevant Influences on the Persistence of African-American College Students at a Diverse Urban University
In this study, campus involvement, faculty mentorship, motivational beliefs (self-efficacy and utility value), and sense of belonging were examined as potential predictors of African-American college student academic persistence. Participants (n = 139) in the study were African-American college stud...
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Veröffentlicht in: | Journal of college student retention : Research, theory & practice theory & practice, 2014-02, Vol.15 (4), p.551-573 |
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Format: | Artikel |
Sprache: | eng |
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Zusammenfassung: | In this study, campus involvement, faculty mentorship, motivational beliefs (self-efficacy and utility value), and sense of belonging were examined as potential predictors of African-American college student academic persistence. Participants (n = 139) in the study were African-American college students from a large-urban university. Separate analyses were conducted to predict two related aspects of student persistence. A multiple linear regression was used to predict self-reported student persistence and a logistic regression was used to predict actual enrollment in the following semester. Results indicated that utility value was the only significant predictor of self-reported persistence. Surprisingly, results of the logistic regression indicated that students who reported having higher levels of self-efficacy in the fall were less likely to enroll in the subsequent spring semester. Findings in this study add to the body of research on college student persistence. |
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ISSN: | 1521-0251 1541-4167 |
DOI: | 10.2190/CS.15.4.e |