Self-Efficacy Buffers Against Belonging Loss for Hispanic Students During the First Semester of College
Hispanic college students typically report a lower sense of belonging than their White peers, citing challenges related to first generation student st.
- Pub. date: June 15, 2023
- Pages: 69-76
- 378 Downloads
- 739 Views
- 0 Citations
Hispanic college students typically report a lower sense of belonging than their White peers, citing challenges related to first generation student status, low-income family backgrounds, and academic underpreparedness. The present study asked whether Hispanic students would have a lower sense of belonging than non-Hispanic White students and whether academic self-efficacy would be able to provide a greater buffer against belonging loss for Hispanic students compared to their non-Hispanic White peers. The participants of this study were Hispanic (n = 68) and non-Hispanic White (n = 420) first year students at a predominantly White small liberal arts college. Academic self-efficacy was a significant predictor of change in belonging for Hispanic students but not for non-Hispanic White students. These results suggest academic self-efficacy is a worthwhile target of belonging interventions for Hispanic students.
Keywords: Academic self-efficacy, college transition, first-generation student, sense of belonging.
0
References
Ahn, H. S., Usher, E. L., Butz, A., & Bong, M. (2016). Cultural differences in the understanding of modelling and feedback as sources of self-efficacy information. British Journal of Educational Psychology, 86(1), 112–136. https://doi.org/10.1111/bjep.12093
Alfaro, E. C., Weimer, A. A., & Castillo, E. (2018). Who helps build Mexican-Origin female college students’ self-efficacy? The role of important others in student success. Hispanic Journal of Behavioral Sciences, 40(4), 431–447. https://doi.org/10.1177/0739986318802588
Bandura, A. (1997). Self-efficacy: The exercise of control. W H Freeman/Times Books/ Henry Holt & Co.
Cassidy, S. (2012). Exploring individual differences as determining factors in student academic achievement in higher education. Studies in Higher Education, 37(7), 793–810. https://doi.org/10.1080/03075079.2010.545948
Cassidy, S. (2015). Resilience building in students: The role of academic self-efficacy. Frontiers in Psychology, 6, Article 1781. https://doi.org/10.3389/fpsyg.2015.01781
Castro-Villarreal, F., Guerra, N., Sass, D., & Hseih, P.-H. (2014). Models of pre-service teachers’ academic achievement: The influence of cognitive motivational variables. Journal of the Scholarship of Teaching and Learning, 14(2), 71–95. https://doi.org/10.14434/josotl.v14i2.4015
Chemers, M. M., Hu, L.-T., & Garcia, B. F. (2001). Academic self-efficacy and first year college student performance and adjustment. Journal of Educational Psychology, 93(1), 55–64. https://doi.org/10.1037/0022-0663.93.1.55
Chun, H., & Dickson, G. (2011). A psychoecological model of academic performance among Hispanic adolescents. Journal of Youth and Adolescence, 40, 1581–1594. https://doi.org/10.1007/s10964-011-9640-z
Corpus, J. H., Robinson, K. A., & Liu, Z. (2022). Comparing college students’ motivation trajectories before and during COVID-19: A Self-Determination Theory approach. Frontiers in Education, 7, Article 848643. https://doi.org/10.3389/feduc.2022.848643
Corpus, J. H., Robinson, K. A., & Wormington, S. V. (2020). Trajectories of motivation and their academic correlates over the first year of college. Contemporary Educational Psychology, 63, Article 101907. https://doi.org/10.1016/j.cedpsych.2020.101907
Datu, J. A. D., & Yuen, M. (2020). Students’ connectedness is linked to higher gratitude and self-efficacy outcomes. Children and Youth Services Review, 116, Article 105210. https://doi.org/10.1016/j.childyouth.2020.105210
Duran, A., Dahl, L. S., Stipeck, C., & Mayhew, M. J. (2020). A critical quantitative analysis of students’ sense of belonging: Perspectives on race, generation status, and collegiate environments. Journal of College Student Development, 61(2), 133–153. https://doi.org/10.1353/csd.2020.0014
Ennis, S. R., Ríos-Vargas, M., & Albert, N. G. (2011). The Hispanic Population: 2010. United States Census Bureau. https://bit.ly/3qpIwTG
Freeman, T. M., Anderman, L. H., & Jensen, J. M. (2007). Sense of belonging in college freshmen at the classroom and campus levels. The Journal of Experimental Education, 75(3), 203–220. https://doi.org/10.3200/JEXE.75.3.203-220
Gehlbach, H., Brinkworth, M. E., King, A. M., Hsu, L. M., McIntyre, J., & Rogers, T. (2016). Creating birds of similar feathers: Leveraging similarity to improve teacher–student relationships and academic achievement. Journal of Educational Psychology, 108(3), 342–352. https://doi.org/10.1037/edu0000042
Holloway-Friesen, H. (2021). The role of mentoring on Hispanic graduate students’ sense of belonging and academic self-efficacy. Journal of Hispanic Higher Education, 20(1), 46–58. https://doi.org/10.1177/1538192718823716
Johnson, D. R., Soldner, M., Leonard, J. B., Alvarez, P., Inkelas, K. K., Rowan-Kenyon, H. T., & Longerbeam, S. D. (2007). Examining sense of belonging among first-year undergraduates from different racial/ethnic groups. Journal of College Student Development, 48(5), 525–542. https://doi.org/10.1353/csd.2007.0054
Klassen, R. M. (2004). A cross-cultural investigation of the efficacy beliefs of South Asian immigrant and Anglo Canadian nonimmigrant early adolescents. Journal of Educational Psychology, 96(4), 731–742. https://doi.org/10.1037/0022-0663.96.4.731
Lounsbury, J. W., & DeNeui, D. (1996). Collegiate psychological sense of community in relation to size of college/university and extroversion. Journal of Community Psychology, 24, 381-394. https://doi.org/10.1037/t79852-000
Manzano-Sanchez, H., Outley, C., Gonzalez, J. E., & Matarrita-Cascante, D. (2018). The influence of self-efficacy beliefs in the academic performance of Latina/o students in the United States: A systematic literature review. Hispanic Journal of Behavioral Sciences, 40(2), 176–209. https://doi.org/10.1177/0739986318761323
Maslow, A. H. (1962). Some basic propositions of a growth and self-actualization psychology. In A. Maslow (Ed.), Toward a psychology of being (pp. 177–200). D Van Nostrand. https://doi.org/10.1037/10793-014
National Center for Education Statistics. (2001). Bridging the gap: Academic preparation and postsecondary success of first-generation students. https://bit.ly/43HsEue
Nguyen, D. J., & Herron, A. (2021). Keeping up with the Joneses or feeling priced out?: Exploring how low-income students’ financial position shapes sense of belonging. Journal of Diversity in Higher Education, 14(3), 429–440. https://doi.org/10.1037/dhe0000191
Pintrich, P. R., Smith, D., Garcia, T., & McKeachie, W. (1991). A manual for the use of the Motivated Strategies for Learning Questionnaire (MSLQ) (Tech. Rep. No. 91-B-004). ERIC. https://files.eric.ed.gov/fulltext/ED338122.pdf
Ryan, R. M., & Deci, E. L. (2020). Intrinsic and extrinsic motivation from a self-determination theory perspective: Definitions, theory, practices, and future directions. Contemporary Educational Psychology, 61, Article 101860. https://doi.org/10.1016/j.cedpsych.2020.101860
Sabogal, F., Marín, G., Otero-Sabogal, R., Marín, B. V., & Perez-Stable, E. J. (1987). Hispanic familism and acculturation: What changes and what doesn’t? Hispanic Journal of Behavioral Sciences, 9(4), 397–412. https://doi.org/10.1177/07399863870094003
Schunk, D. H., Hanson, A. R., & Cox, P. D. (1987). Peer-model attributes and children’s achievement behaviors. Journal of Educational Psychology, 79(1), 54–61. https://doi.org/10.1037/0022-0663.79.1.54
Schunk, D. H., & Usher, E. L. (2019). Social cognitive theory and motivation. In R. M. Ryan (Ed.), The Oxford handbook of human motivation (2nd ed., pp. 10–26). Oxford University Press. https://doi.org/kc3h
Snyder, T. D., & Dillow, S. A. (2015). Digest of education statistics 2013 (NCES 2015-011). National Center for Education Statistics, Institute of Education Sciences, U.S. Department of Education. http://nces.ed.gov/pubs2015/2015011.pdf
Sotardi, V. A., Surtees, N., Vincent, K., & Johnston, H. (2022). Belonging and adjustment for LGBTQ+ and non-LGBTQ+ students during the social transition to university. Journal of Diversity in Higher Education , 15(6), 755–765. https://doi.org/10.1037/dhe0000305
Stebleton, M. J., Soria, K. M., & Huesman, Jr., R. L. (2014). First-generation students’ sense of belonging, mental health, and use of counseling services at public research universities. Journal of College Counseling, 17(1), 6–20. https://doi.org/10.1002/j.2161-1882.2014.00044.x
Strayhorn, T. L. (2008). Sentido de pertenencia: A hierarchical analysis predicting sense of belonging among Latino college students. Journal of Hispanic Higher Education, 7(4), 301–320. https://doi.org/10.1177/1538192708320474
Strayhorn, T. L. (2012). College students’ sense of belonging: a key to educational success for all students. Routledge. https://doi.org/10.4324/9780203118924
Walton, G. M., & Brady, S. T. (2017). The many questions of belonging. In A. J. Elliot, C. S. Dweck, & D. S. Yeager (Eds.), Handbook of competence and motivation: Theory and application (2nd ed., pp. 272–293). The Guilford Press. https://www.guilford.com/excerpts/elliot3.pdf
Walton, G. M., & Cohen, G. L. (2007). A question of belonging: Race, social fit, and achievement. Journal of Personality and Social Psychology, 92(1), 82–96. https://doi.org/10.1037/0022-3514.92.1.82
Walton, G. M., & Cohen, G. L. (2011). A brief social-belonging intervention improves academic and health outcomes of minority students. Science, 331(6023), 1447–1451. https://doi.org/10.1126/science.1198364
Wurster, K. G., Kivlighan, D. M., III., & Foley-Nicpon, M. (2021). Does person-group fit matter? A further examination of hope and belongingness in academic enhancement groups. Journal of Counseling Psychology, 68(1), 67–76. https://doi.org/10.1037/cou0000437
Zimmerman, B. J. (2000). Self-Efficacy: An essential motive to learn. Contemporary Educational Psychology, 25(1), 82–91. https://doi.org/10.1006/ceps.1999.1016
Zychinski, K. E., & Polo, A. J. (2012). Academic achievement and depressive symptoms in low-income Latino youth. Journal of Child and Family Studies, 21, 565–577. https://doi.org/10.1007/s10826-011-9509-5