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- Creators: Ott, Molly
Description
The purpose of this study was to evaluate the impact of a mentoring program on self-efficacy beliefs. High-risk undergraduate students at Arizona State University majoring in Public Health and other closely-related fields represent this study’s sample. Bandura’s Self-Efficacy Theory guides this study’s theoretical framework. This study used a mixed method, action research design. Participants took a pre-test that measures their self-efficacy and registered the barriers to their academic success; following that, they enrolled and participated in a mentoring program. Upon completion of the program, they completed a post-test to evaluate any changes to their perspectives. Non-parametric Wilcoxon signed-rank tests were applied to the surveys. Throughout the mentoring program, participants completed field notes and I completed a journal about our interactions. These, along with two focus group discussions, were analyzed using grounded theory in addition to the pre- and post-tests. The surveys found that the mentoring program impacted their self-efficacy in overcoming educational barriers the qualitative data showed a strong correlation between the intervention and perceived confidence. This included their perceived ability to perform difficult or unusual tasks, but also their ability to overcome barriers.
ContributorsSavaglio, Lauren Nicole (Author) / Ott, Molly (Thesis advisor) / Hrncir, Shawn (Committee member) / Orozco, Holly (Committee member) / Arizona State University (Publisher)
Created2019
Description
Peer coaching is an emerging approach higher education institutions are using to increase student success outcomes for first-year students. This study examined how peer coaches use their community cultural wealth with the students they coach and how coaching encouraged first-generation students to access the community cultural wealth they bring with them to college. The theoretical framework guiding this study was Yosso’s theory of community cultural wealth. I used a qualitative approach and interviewed five peer coaches and conducted focus groups with 15 first-generation, first-year students who had received coaching. Findings indicate peer coaches used the six dimensions of community cultural wealth with students they coach, including aspirational, familial, linguistic, navigational, resistant, and social capital. Students also reported peer coaching helped them access their community cultural wealth, especially as compared to advising and faculty interactions. Three key differentiators emerged when comparing coaching to other forms of support: relatability, sense of belonging, and self-confidence.
ContributorsSymonds, Sylvia (Author) / Garcia, David (Thesis advisor) / Rund, James (Committee member) / Ott, Molly (Committee member) / Arizona State University (Publisher)
Created2020