Going to College? Latina/Latino High School Students’ College-Going Self-Efficacy and Educational Goals
Going to College? Latina/Latino High School Students’ College-Going Self-Efficacy and Educational Goals
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上大学？拉丁裔/拉丁裔高中生的大学自我效能感和教育目标
DOI：
10.1177/1069072717695587
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发表时间：
2018
影响因子：
3.2
通讯作者：
Karen M. O’Brien
中科院分区：
文献类型：
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作者：
Maria Luz Berbery;Karen M. O’Brien
本研究探讨拉丁裔高中生学业表现、大学支持与障碍对大学自我效能感与教育目标的预测作用。讨论了先前研究中对评估和测量问题的关注。研究结果表明，平均成绩是大学自我效能感和教育目标的最重要因素。此外，来自家庭的大学支持调节了平均成绩与大学自我效能感之间的关系，即对于平均成绩高的学生，高水平的支持与更高的自我效能感相关，而平均成绩高但支持较低的学生自我效能感较低。对于平均成绩较低的学生来说，家庭支持的水平对效能感和目标的影响较小，他们往往具有较低的大学自我效能感。讨论了这些发现的意义，并对未来的研究和实践提出了建议。
This study investigated the contributions of academic performance and college-going support and barriers in predicting college-going self-efficacy and educational goals among Latina/Latino high school students. Concerns regarding assessment and measurement issues in prior research were addressed. Findings suggested that grade point average was the most important contributor of both college-going self-efficacy and educational goals. In addition, college-going support from family moderated the relationship between grade point average and college-going self-efficacy, such that for students with a high grade point average, high levels of support were related to higher self-efficacy, while students with a high grade point average but lower support had lower self-efficacy. Levels of family support were less important with regard to efficacy and goals for students with a lower grade point average, who tended to have low college-going self-efficacy. The implications of these findings are discussed and recommendations for future research and practice are provided.
简短形式的大学自我效能感量表的开发和验证。
影响因子：
3.2
作者：
Hardin,ErinE;Gibbons,MelindaM;Cook,KatherineD;Sexton,Kody;Bagwell,Leigh
通讯作者：
Bagwell,Leigh