The Development of Academic Self-Efficacy among First-Year College Students in a Comprehensive Public University
The Development of Academic Self-Efficacy among First-Year College Students in a Comprehensive Public University
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综合性公立大学一年级大学生学业自我效能感的发展
DOI：
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发表时间：
2013
期刊：
影响因子：
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通讯作者：
Christos Korgan
中科院分区：
文献类型：
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作者：
Christos Korgan
本研究以美国西部一所种族多元化的综合性公立院校为研究对象，探讨了影响大学一年级学生学业自我效能感发展的个人因素和环境因素。本文以班杜拉(1997)的模型为概念框架，对146名受试者进行了主题分析。结果发现，班杜拉(1997)模型中嵌套了三个主要环境因素：家庭/家庭环境、同伴环境和学业环境。同样，显示个人因素的结果发现，学生韧性主题会影响学业自我效能感。对Bandura(1997)所报告的因素如何在个人内部和环境框架内发挥作用进行了描述。
This qualitative study investigated the intrapersonal and environmental factors that affect the development of academic self-efficacy in freshman college students in an ethnically diverse, comprehensive, public institution in the western United States. Utilizing Bandura’s (1997) model as a conceptual framework, findings from thematic analysis of focus groups employing 146 participants are presented. Results revealed three primary environmental factors nested within Bandura’s (1997) model: family/home environment, peer environment, and academic environment. Similarly, results demonstrating intrapersonal factors found themes of student resiliency to affect academic self-efficacy. Descriptions of how factors reported by Bandura (1997) function within the intrapersonal and environmental framework are offered.
影响因子：
7.6
作者：
Block, J;Kremen, AM
通讯作者：
Kremen, AM