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Faculty-Student Interaction and Course Self-efficacy as Predictors of ESL Students' Reading Comprehension Level.

紀錄類型:	書目-語言資料,手稿 : Monograph/item
正題名/作者:	Faculty-Student Interaction and Course Self-efficacy as Predictors of ESL Students' Reading Comprehension Level./
作者:	Escott, Maria A.
面頁冊數:	1 online resource (182 pages)
附註:	Source: Dissertation Abstracts International, Volume: 78-10(E), Section: A.
Contained By:	Dissertation Abstracts International78-10A(E).
標題:	Higher education administration. -
電子資源:	click for full text (PQDT)
ISBN:	9781369786125

Faculty-Student Interaction and Course Self-efficacy as Predictors of ESL Students' Reading Comprehension Level.
Escott, Maria A.

Faculty-Student Interaction and Course Self-efficacy as Predictors of ESL Students' Reading Comprehension Level. - 1 online resource (182 pages)

Source: Dissertation Abstracts International, Volume: 78-10(E), Section: A.

Thesis (Ph.D.)

Includes bibliographical references

This research study looked at faculty-student interaction and course self-efficacy and its relationship with reading comprehension scores of adult ESL students. Research studies have not examined the role that faculty-student interaction and course self-efficacy have on reading comprehension of adult ESL students in community-college settings. The sample in this study consisted of 70 adult ESL students who were in their final semesters of English studies at four community colleges located in the Southeastern United States. The theoretical framework which guided this study has its roots in Bandura's Social-Cognitive Theory; the Social-Cognitive Theory holds that efficacy beliefs along with goal systems increase motivation and performance by increasing effort or persistence. Self-efficacy is domain specific. In this study the independent variable, course self-efficacy was investigated. Scale I of the College Self-Efficacy Inventory (CSEI) was used to measure students' self-efficacy beliefs in regard to their reading-comprehension levels. The other framework which guided this study was the Academic and Social Integration Theory of Tinto, which looks at student persistence and factors which can cause students to either remain in college or leave their educational environments. The second independent variable, faculty-student interaction was measured using Scale II of the Institutional Integration Scale (IIS) developed by Pascarella and Terenzini. The study's findings were significant, (F(2,67) =23.235, p <.001), with an R2 of .41. The results indicate that both faculty-student interaction and course self-efficacy had a significant relationship with exit-level reading-comprehension scores of the adult ESL students who participated in the study.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2018

Mode of access: World Wide Web

ISBN: 9781369786125Subjects--Topical Terms:

1148709
Higher education administration.
Index Terms--Genre/Form:

554714
Electronic books.

Faculty-Student Interaction and Course Self-efficacy as Predictors of ESL Students' Reading Comprehension Level.
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