Abstract
This quantitative study explored the roles of general self-efficacy, academic self-efficacy, and motivation and its effect on at-risk students' course failures. Deci and Ryan's (1996) Self-Determination Theory and Bandura's (1977) Self-Efficacy Theory were explored as well as the risk factors of at-risk students. A multiple regression analysis determined that there was not a significant relationship between the number of courses failed and the independent variables: general self-efficacy, academic self-efficacy, and motivation. The moderator variable of working at-risk students was found to negatively impact the number of courses failed. While there are some limitations, this study contributes to the growing body of literature about at-risk students and way to improve the academic achievements of this population. In addition, recommendations for practitioners and future research are discussed.
Advisor
Jennifer Pepperell
Committee Member
Richard Auger
Committee Member
Karin Lindstrom Bremer
Committee Member
Aaron Jeffrey
Date of Degree
2013
Language
english
Document Type
Dissertation
Degree
Doctor of Education (EdD)
Department
Counseling and Student Personnel
College
Education
Recommended Citation
Wentzel, M. J. (2013). An investigation of the relationship between school failure and at-risk students' general self-efficacy, academic self-efficacy, and motivation. [Doctoral dissertation, Minnesota State University, Mankato]. Cornerstone: A Collection of Scholarly and Creative Works for Minnesota State University, Mankato. https://cornerstone.lib.mnsu.edu/etds/75/
Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License
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