Wood, J. L., Newman, C. B., & III, F. H. (2015). Self-efficacy as a determinant of academic integration: An examination of first-year black males in the community college. Western Journal of Black Studies, 39(1), 3.
Guided by Bean and Eaton’s (2011) psychological model of college student retention, this study sought to determine whether math and English self-efficacy had an effect on several integration measures for Black male students in the community college. Specifically, this study focused on the integration experiences of these men during their first-year of college. Data employed in this study were derived from the Educational Longitudinal Study (ELS) of 2006/2012 and analyzed using multinomial logistic regression. Results indicated that math self-efficacy was significantly predictive of several academic integration measures, including talking with faculty about academic matters, meeting with advisors, and using the internet to access library resources. Interestingly, English efficacy had little to no effect on academic integration in most of the models.
Full article can be found here: