An analysis of the effects of involvement in cocurricular activities on the self-efficacy of freshman college students
Abstract
This study examined the effects of college students' involvement in cocurricular activities on self-efficacy at a small Midwestern Christian liberal arts college. A pretest-posttest control group design was employed. Freshman college students who were enrolled in the freshman seminar, College Life, were randomly assigned by discussion groups to one of three treatments. The full treatment consisted of three sessions which emphasized the importance of involvement in student activities. At the end of the three sessions, students were challenged to commit themselves to at least one student activity for the semester via a written commitment form. The partial treatment was similar to the full treatment in that they also received the three sessions on involvement, but were not asked to specifically commit themselves to at least one activity. They were, however, encouraged to get involved in student activities. The control group was not given any specific information on involvement and participated in the normal routine of the class. Repeated measures analysis of variance revealed that involvement in cocurricular activities had no significant influence on self-efficacy. However, it was noted that social self-efficacy was influenced by the treatment, but was different for males and females. The full treatment was significant for females; whereas the partial treatment was significant for males. No other significant difference was found with regard to self-efficacy. Regression analysis was used to determine whether the quality of the experience or the quantity of hours dedicated to the activity would influence self-efficacy, grade point averages, or retention. No single variable was identified as a significant predictor.
Degree
Ph.D.
Advisors
Segrist, Purdue University.
Subject Area
Higher education|Academic guidance counseling|School administration
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