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JOURNAL OF HIGHER EDUCATION THEORY AND PRACTICE 


Assessing First-Year Seminar Performance with College Engagement, Academic Self-Efficacy, and Student Achievement


Author(s): Alexis A. Hauck, Chris Ward, Stephanie L. Persutte-Manning, Angela L. Vaughan

Citation: Alexis A. Hauck, Chris Ward, Stephanie L. Persutte-Manning, Angela L. Vaughan, (2020) "Assessing First-Year Seminar Performance with College Engagement, Academic Self-Efficacy, and Student Achievement," Journal of Higher Education Theory and Practice, Vol. 20, ss. 4, pp. 88-101

Article Type: Research paper

Publisher: North American Business Press

Abstract:

Retention is concerning in higher education as enrollment continues to increase, including the number of first-generation students. Research supports that student success can be impacted by academic selfefficacy and college engagement and implementing effective first-year seminars (FYS) may improve these constructs. This study examined the relationship between engagement and academic self-efficacy and FYS performance. The relationship of these constructs to academic outcomes (i.e., first-term GPA and persistence) was also explored. FYS performance was significantly related to both engagement and academic self-efficacy and each of these constructs were then positively related to achievement. Suggestions for improving the learning environment are included.