Effects of Faculty and Staff Connectedness on Student Self-Efficacy
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Published:
Jun 29, 2021
Keywords:
self-efficacy, faculty, staff, connectedness, interactions, higher education
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Abstract
Student self-efficacy is an important part of determining a student’s ability to perform well in school. This research study is a mixed-method approach to determining whether student self-efficacy is impacted by the relationships students have with faculty and staff on a college campus. Previous research indicates that student success is related to environment as well as self-efficacy. Using a grounded theory approach, this research extrapolates what factors matter most to student success. The study shows quantitatively that student self-efficacy improves with age. Students indicated factors contributing to their success include better training of faculty and staff, better support of the school environment, and that faculty are more supportive than staff in most instances. These findings indicate that more research should be conducted on roles of staff and how they contribute to higher learning, as well as what resources could be put into place to better support students.
Keywords: self-efficacy, connectedness, college relationships, interactions, faculty, staff
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How to Cite
Ferguson, S. N. (2021). Effects of Faculty and Staff Connectedness on Student Self-Efficacy. Journal of the Scholarship of Teaching and Learning, 21(2). https://doi.org/10.14434/josotl.v21i2.28597
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References
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Craddock, S., Birnbaum, M., Rodriguez, K., Cobb, C. & Zeeh, S. (2011). Doctoral students and the impostor phenomenon: Am I smart enough to be here? Journal of Student Affairs Research and Practice, 48(4), 429-442.
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Maxwell, J. A. (2013). Qualitative research design: An interactive approach (3rd ed.). Thousand Oaks, CA: Sage Publications.
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Pajares, F. (1996). Self-efficacy beliefs in academic settings. Review of Educational Research, 66(4), 543-578.
Saldaña, J. (2009). The coding manual for qualitative researchers. Thousand Oaks, CA: Sage Publications.
Shultz, K. S., Whitney, D. J., & Zickar, M. J. (2014). Measurement theory in action: Case studies and exercises. New York, NY: Routledge.
Seibert, S. E., Kraimer, M. L., & Linden, R. C. (2001). A social capital theory of career success. The Academy of Management Journal, 44(2), 219-237.
Strauss, A. (1987). Qualitative analysis for social scientists. New York: Cambridge University Press.
Tierney, W. G., & Clemens, R. F. (2011). Qualitative research and public policy: The challenges of relevance and trustworthiness. Higher Education: Handbook of Theory and Research, 26, 57-83.
Tinto, V. (1975). Dropout from higher education: A theoretical synthesis of recent research. Review of Educational Research, 45(1), 89-125. https://doi.org/10.3102/00346543045001089
Wood, J. L., Hilton, A. A., & Johnson, R. M. (2014). The effect of self-efficacy on academic and social integration: An investigation of students of color in the community college. College Student Self-Efficacy Research Studies, 3-25. Maryland: University Press of America.
Zimmerman, B. J. (2000). Self-efficacy: An essential motive to learn. Contemporary Educational Psychology, 25(1), 82-91.
Bandura, A. (1994). Self-efficacy. Encyclopedia of Human Behavior. New York: Academic Press.
Brown, S. P., Ganesan, S., & Challagalla, G. (2001). Self-efficacy as a moderator of information-seeking effectiveness. Journal of Applied Psychology, 86(5), 1043-1051.
Charmaz, K. (2006). Constructing grounded theory. Thousand Oaks, CA: Sage Publications.
Coleman, J. S. (1990). Foundations of social theory. Cambridge, MA: Belknap Press of Harvard University Press.
Corbin, J. & Strauss, A. (1990). Grounded theory research: Procedures, canons, and evaluative criteria. Qualitative Sociology, 13(1), 3-21.
Corbin, J., & Strauss, A. (2007). Basics of qualitative research: Techniques and procedures for developing grounded theory (3rd ed.). Thousand Oaks, CA: Sage Publications.
Craddock, S., Birnbaum, M., Rodriguez, K., Cobb, C. & Zeeh, S. (2011). Doctoral students and the impostor phenomenon: Am I smart enough to be here? Journal of Student Affairs Research and Practice, 48(4), 429-442.
Creswell, J.W. & Poth, C.N. (2017). Qualitative inquiry and research design: Choosing among five approaches (4th ed.). Thousand Oaks, CA: Sage Publications.
DeFreitas, S. C. & Bravo, A. (2012). The influence of involvement with faculty and mentoring on the self-efficacy and academic achievement of African American and Latino college students. Journal of the Scholarship of Teaching and Learning, 12(4), 1-11.
Department of Education (2015). Federal agencies investing in Hispanic education. White House Initiative on Educational Excellence for Hispanics. Washington, D.C.
Dillman, D. A., Smyth, J.D., & Christian, L. M. (2007). Internet, mail, and mixed mode surveys: The tailored design method. Hoboken, NJ: Wiley & Sons.
Garcia, G. A. (2017). Decolonizing Hispanic-serving institutions: A framework for organizing. Journal of Hispanic Higher Education, 17(2), 132-147.
Gaumer Erickson, A.S. & Noonan, P.M. (2018). Self-efficacy formative questionnaire. In The skills that matter: Teaching interpersonal and intrapersonal competencies in any classroom (pp. 175-176). Thousand Oaks, CA: Corwin.
Glaser, B. G. & Strauss, A. L. (1967). The discovery of grounded theory: Strategies for qualitative research. Chicago, IL: Aldine Publishing.
Gnebola, M.A. (2015). Examining relationships among faculty-student interactions, academic self-efficacy, self-regulation, and academic achievement of undergraduate students. George Mason University, VA.
Guest, G., Bunce, A., & Johnson, L. (2006). How many interviews are enough? An experiment with data saturation and variability. Family Health International, 18(1), 59-82.
Hatch, J. A. (2002). Doing qualitative research in education settings. Albany, NY: SUNY Press.
Jacob, S. A. & Furgerson, S. P. (2012). Writing interview protocols and conducting interviews: Tips for student new to the field of qualitative research. The Qualitative Report, 17(42), 1-10.
Jones, S. R., Torres, V., & Arminio, J. L. (2006). Negotiating the complexities of qualitative research in higher education: Fundamental elements and issues. New York, NY: Routledge.
Maxwell, J. A. (2013). Qualitative research design: An interactive approach (3rd ed.). Thousand Oaks, CA: Sage Publications.
Mertler, C. A. & Reinhart, R. V. (2017). Advanced and multivariate statistical methods: Practical application and interpretation. New York, NY: Routledge.
Musu-Gillette, L., Robinson, J., McFarland, J., Kewal Ramani, A., Zhang, A., & Wilkinson- Flicker, S. (2016). Status and trends in the education of racial and ethnic groups 2016 (NCES 2016-007). U.S. Department of Education, National Center for Education Statistics. Washington, DC. Retrieved from http://nces.ed.gov/pubsearch
Pajares, F. (1996). Self-efficacy beliefs in academic settings. Review of Educational Research, 66(4), 543-578.
Saldaña, J. (2009). The coding manual for qualitative researchers. Thousand Oaks, CA: Sage Publications.
Shultz, K. S., Whitney, D. J., & Zickar, M. J. (2014). Measurement theory in action: Case studies and exercises. New York, NY: Routledge.
Seibert, S. E., Kraimer, M. L., & Linden, R. C. (2001). A social capital theory of career success. The Academy of Management Journal, 44(2), 219-237.
Strauss, A. (1987). Qualitative analysis for social scientists. New York: Cambridge University Press.
Tierney, W. G., & Clemens, R. F. (2011). Qualitative research and public policy: The challenges of relevance and trustworthiness. Higher Education: Handbook of Theory and Research, 26, 57-83.
Tinto, V. (1975). Dropout from higher education: A theoretical synthesis of recent research. Review of Educational Research, 45(1), 89-125. https://doi.org/10.3102/00346543045001089
Wood, J. L., Hilton, A. A., & Johnson, R. M. (2014). The effect of self-efficacy on academic and social integration: An investigation of students of color in the community college. College Student Self-Efficacy Research Studies, 3-25. Maryland: University Press of America.
Zimmerman, B. J. (2000). Self-efficacy: An essential motive to learn. Contemporary Educational Psychology, 25(1), 82-91.