Examination of college student achievement within an ecological framework

Lauren Mangus; Cheryl Somers; Jina Yoon; Ty Partridge; Francesca Pernice

doi:10.1177/1477971420963434

Examination of college student achievement within an ecological framework

Lauren Mangus, Cheryl Somers, Jina Yoon, Ty Partridge, Francesca Pernice

Disability and Psychoeducation Studies

Research output: Contribution to journal › Article › peer-review

3 Scopus citations

Abstract

This study examined the extent to which variance in college student achievement was explained by self-efficacy, motivation, study habits, extracurricular activity involvement, perceptions of social support and perceptions of support from faculty, as well as perceptions of university support. Participants were 195 college students from a large, urban university. Self-efficacy and organizational study habits played a significant role in college student achievement. Implications to help improve student outcomes are discussed.

Original language	English (US)
Pages (from-to)	231-247
Number of pages	17
Journal	Journal of Adult and Continuing Education
Volume	27
Issue number	2
DOIs	https://doi.org/10.1177/1477971420963434
State	Published - Nov 2021

Keywords

Emerging adulthood
college achievement
organizational skills
self-efficacy

ASJC Scopus subject areas

Education

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10.1177/1477971420963434

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Examination of college student achievement within an ecological framework

Abstract

Keywords

ASJC Scopus subject areas

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