Academic Support from Peers as a Predictor of Academic Self-Efficacy among College Students

Autor/in	Altermatt, Ellen Rydell
Titel	Academic Support from Peers as a Predictor of Academic Self-Efficacy among College Students
Quelle	In: Journal of College Student Retention: Research, Theory & Practice, 21 (2019) 1, S.21-37 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1521-0251
DOI	10.1177/1521025116686588
Schlagwörter	Self Efficacy; Peer Relationship; Undergraduate Students; Academic Achievement; Social Support Groups; Self Disclosure (Individuals) + Suchen Sie Ihr Suchwort? Self-efficacy; Selbstwirksamkeit; Peer-Beziehungen; Schulleistung; Social support; Soziale Unterstützung
Abstract	Prior theory and research indicate that psychosocial contextual factors--including students' ability to establish and maintain satisfying relationships and interactions with peers--can play an important role in predicting college students' academic performance and persistence. The current study contributes to this literature by examining the mechanisms by which college students come to feel academically supported by peers and the consequences of these perceptions for college students' academic self-efficacy. Findings indicate that friends' responses to college students' disclosures of everyday academic challenges and successes contribute to more general perceptions of peer academic support. Perceptions of peer academic support are, in turn, a predictor of higher academic self-efficacy. The implications of these findings for programs designed to enhance college students' academic performance and persistence are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01