College Students' Intent to Persist with Their Education: The Direct and Indirect Effects of Classroom Confirmation and Academic Self-Efficacy

被引:6
作者
Johnson, Zac D. [1 ]
LaBelle, Sara [2 ]
机构
[1] Calif State Univ Fullerton, Dept Human Commun Studies, 800 N State Coll Blvd, Fullerton, CA 92634 USA
[2] Chapman Univ, Dept Commun Studies, Orange, CA USA
关键词
Academic Self-Efficacy; Confirmation; Mediation; Persistence; TEACHER CONFIRMATION; 1ST-GENERATION STUDENTS; INSTRUCTOR CREDIBILITY; COMMUNICATION; IMMEDIACY; BELIEFS; MODEL; CONNECTEDNESS; SATISFACTION; ACHIEVEMENT;
D O I
10.1080/10570314.2022.2131464
中图分类号
G2 [信息与知识传播];
学科分类号
05 ; 0503 ;
摘要
The current study explored the relationships between teacher and student-to-student confirmation, academic self-efficacy, and college students' intention to persist with their education. A cross-sectional mediation analysis of 412 students indicates that confirmation from both teachers and students has a direct relationship to students' intention to persist. Further, confirmation indirectly relates to intention to persist through academic self-efficacy. The strongest effects were observed for teacher confirmation, though student confirmation still yielded meaningful associations. Overall, the findings indicate that classroom-based interactions, while often overlooked as a potential intervention for persistence and retention, can have a meaningful relationship to students' intention to persist.
引用
收藏
页码:451 / 470
页数:20
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