Influences of self-beliefs, social support, and comfort in the university environment on the academic nonpersistence decisions of American Indian undergraduates.
Influences of self-beliefs, social support, and comfort in the university environment on the academic nonpersistence decisions of American Indian undergraduates.
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DOI：
10.1037/1099-9809.7.1.88
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发表时间：
2001-02-01
影响因子：
3.3
通讯作者：
Kurpius, S E
中科院分区：
文献类型：
--
作者：
Gloria, A M;Kurpius, S E
本研究探讨了自我信念，社会支持和舒适的大学环境中的学术非坚持性决策的83名美国印第安大学生的影响。自我信念结构包括自尊和大学自我效能感的两个维度。社会支持集群包括3个变量：家庭支持，朋友的支持，和被指导的看法。第三类，大学环境中的舒适度，是通过对大学环境，文化一致性和大学压力的感知来测量的。虽然这3个构念都能显著影响学业不坚持的决定，但社会支持是最强的预测因子，其次是大学环境的舒适度，然后是自我信念。学生谁认为被指导更有可能报告减少非持久性的决定。同样，对大学环境有更积极看法的学生更有可能做出更少的非坚持性决定。最后，更高的自尊和更大的大学相关的自我效能感与减少非持久性的决定。研究知情的做法的影响，增加美洲印第安学生的学术坚持，包括培养辅导关系，并提供干预措施，以增加社会支持，自尊和自我效能。
This study investigated the influence of self-beliefs, social support, and comfort in the university environment on the academic nonpersistence decisions of 83 American Indian undergraduates. The self-belief construct comprised self-esteem and 2 dimensions of college-related self-efficacy. The social support cluster consisted of 3 variables: family support, friend support, and perception of being mentored. The 3rd cluster, comfort in the university environment, was measured by perceptions of university environment, cultural congruity, and college stress. Although each of the 3 constructs significantly accounted for academic nonpersistence decisions, social support was the strongest predictor, followed by comfort in the university environment, and then self-beliefs. Students who perceived being mentored were more likely to report decreased nonpersistence decisions. Similarly, students who had more positive perceptions of the university environment were more likely to make fewer nonpersistence decisions. Finally, higher self-esteem and greater college-related self-efficacy were associated with decreased nonpersistence decisions. Research-informed practice implications for increasing the academic persistence of American Indian students include fostering mentoring relationships and providing interventions to increase social support, self-esteem, and self-efficacy.