Adelante! From high school to higher education: an analysis of the academic success and persistence of Hispanic students through an expectancy-value framework
Date
2016
Authors
Martinez, Veronica G., author
De Miranda, Michael A., advisor
Carlson, Laurie A., committee member
Chavez, Ernest L., committee member
Gloeckner, Gene W., committee member
Journal Title
Journal ISSN
Volume Title
Abstract
The purpose of this study was to examine relationships between student pre-college academic perceptions with first-year in college academic experiences, specifically in the areas of academic self-efficacy, academic perseverance, and academic engagement, to identify predictors for academic success and persistence in college of Hispanic students. An abbreviated version of the expectancy-value model was utilized as the framework for this study. The guiding question for this study was: Do pre-college experiences and beliefs (expectancies for success) as well as academic engagement (subjective task values) contribute to the academic success (achievement related performance) and persistence to second year (achievement related choice) for first-year Hispanic students? The study sample (n = 271) included students at a public Hispanic-serving institution who completed both the BCSSE and NSSE surveys in the given years of the study. Findings identified several variables as predictors of achievement-related performance and choice. The variables identified for achievement-related performance (academic success) were writing skills, speaking skills, quantitative skills, participation in class discussions, finishing tasks, gender and type of school attended. The variables identified for achievement-related choice (persistence) were writing skills and quantitative skills. Additionally, significant differences were identified by gender for academic self-efficacy and by generation-status and by type of school attended for academic engagement.