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Examining International Student Self-Efficacy at American Higher Education Institutions

Alharbi, Laila
http://rave.ohiolink.edu/etdc/view?acc_num=osu1658324796454933

Abstract Details

2022, Doctor of Philosophy, Ohio State University, Educational Studies.
This study adopts Astin’s (2003) IEO model, Bandura’s Social Cognitive Theory (SCT) and Self-Efficacy (SE) Theory to examine the relationship among international students’ self-efficacy, faculty interaction, and GPA as compared to their domestic counterparts (N = 332). This study offers a new perspective that examines this unique population from a personal and environmental lens using a secondary dataset from the Higher Education Research Institute at the University of California, Los Angeles. ANOVA mixed design repeated measure was utilized for the first research question to examine students’ self-efficacy change from freshman to senior year. The results show that there was no statistically significant interaction between students' citizenship status and SE score F (1, 330) = 1.125, p = .290. The main effect of SE was statistically significant F (1, 330) = 10.481, p < .001, partial η2 = .031, indicating that, on average, both domestic and international students increased their academic SE scores from freshman to senior year. Multiple regression was utilized for the second and third research question with personal demographics (sex/citizenship) and environmental (student interaction with faculty) variables on student self-efficacy and GPA. Sex, citizenship, and faculty interaction scores were statistically significantly at α = .05 and predicted academic SE score in students’ senior year, F (3, 331) = 16.716, p < .005. Female students, on average, had lower SE than male students. However, although sex and citizenship were not significant predictors of students’ GPA, B = 0.02, t = 0.17, p = .86 and B = 0.13, t = 0.98, p = .33, respectively, students’ interaction with faculty was a significant predictor of students’ GPA, B = 0.03, t = 4.95, p < .001. Additionally, self-efficacy was tested for moderation effect between students' interaction with faculty and GPA, and it was not statistically significant, indicating that students' interaction with faculty did not depend on students' self-efficacy to explain variation in their GPA. Results of this study suggest the need for further research in the areas of international students' experiences at higher education institutions, their SE development, and how these are influenced by faculty interaction.
Jessica Logan (Committee Member)
Tatiana Suspitsyna (Committee Member)
Marc Guerrero (Committee Chair)
137 p.
Higher Education
Self Efficacy, Faculty Interaction, International students, Academic Achievement

Recommended Citations

Citations

  • Alharbi, L. (2022). Examining International Student Self-Efficacy at American Higher Education Institutions [Doctoral dissertation, Ohio State University]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=osu1658324796454933

    APA Style (7th edition)

  • Alharbi, Laila. Examining International Student Self-Efficacy at American Higher Education Institutions. 2022. Ohio State University, Doctoral dissertation. OhioLINK Electronic Theses and Dissertations Center, http://rave.ohiolink.edu/etdc/view?acc_num=osu1658324796454933.

    MLA Style (8th edition)

  • Alharbi, Laila. "Examining International Student Self-Efficacy at American Higher Education Institutions." Doctoral dissertation, Ohio State University, 2022. http://rave.ohiolink.edu/etdc/view?acc_num=osu1658324796454933

    Chicago Manual of Style (17th edition)

osu1658324796454933
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This open access ETD is published by The Ohio State University and OhioLINK.