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Academic Self-Efficacy in Mexican-American Community College Students

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The purpose of this mixed-method study was to investigate the academic self-efficacy beliefs of Mexican-American community college students, using a sample of 428 Mexican-American students from a southern California community college. These beliefs were measured using the SELF-A. Congruence of academic self-efficacy beliefs to academic skill was determined by comparing scores on the SELF-A to self-reported past academic performances. The sources of academic self-efficacy beliefs also were investigated through interviews conducted with 16 of the students from the original sample. Findings indicated that positive academic self-efficacy beliefs existed for the sample and were congruent with academic skill. The four sources of academic self-efficacy identified in past research applied to the academic self-efficacy beliefs of the students in the sample, but in ways that differed from what past research had suggested with other student populations. Additional sources of academic self-efficacy were identified.
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Document Type: Research Article

Publication date: March 1, 2014

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  • Since 1993, the Journal of Applied Research in the Community College (JARCC) has served the institutional research and planning professionals in community colleges. JARCC is a semi-annual peer-reviewed journal that features articles relating to the integration of research and theory to practice in community colleges. The journal provides an intellectual space to communicate innovative practices in applied research that supports educational and administrative decision-making at the institutional, state, and national levels. JARCC is published by the San Diego State University's EdD program in Community College Leadership and Community College Leadership Alumni Chapter
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