| Title: |
Developing Major and Career Self-Efficacy among At-Promise Students: The Role of a Comprehensive College Transition Program |
| Language: |
English |
| Authors: |
Liane I. Hypolite (ORCID 0000-0002-6775-2552); Joseph A. Kitchen; Adrianna Kezar (ORCID 0000-0002-8560-4051) |
| Source: |
Journal of College Student Retention: Research, Theory & Practice. 2025 26(4):1028-1052. |
| Availability: |
SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com |
| Peer Reviewed: |
Y |
| Page Count: |
25 |
| Publication Date: |
2025 |
| Document Type: |
Journal Articles; Reports - Research |
| Education Level: |
Higher Education; Postsecondary Education |
| Descriptors: |
Majors (Students); Careers; Self Efficacy; Low Income Students; Minority Group Students; First Generation College Students; College Students; College Programs; Transitional Programs; Program Evaluation |
| Geographic Terms: |
Nebraska |
| DOI: |
10.1177/15210251221138933 |
| ISSN: |
1521-0251; 1541-4167 |
| Abstract: |
Higher education institutions are utilizing comprehensive college transition programs (CCTPs) to streamline support, promote retention and success, and address the structural barriers that at-promise students face. Yet, research about the role of CCTPs rarely explores the importance of major and career self-efficacy (MCSE) for these populations, despite the established connection between MCSE and success outcomes. External pressures on degree attainment further emphasize the importance of major and career decision-making processes. Based on longitudinal survey data from the Promoting At-Promise Student Success (PASS) project, quasi-experimental modeling shows that CCTP participants have significantly greater MCSE than students without program exposure, which points to the important role of major and career-related programming and support implemented as part of CCTPs to promote at-promise student success. Implications for advancing the development of MCSE for low-income, first-generation, and racially minoritized students are offered as potential strategies for addressing equity gaps related to retention and completion. |
| Abstractor: |
As Provided |
| Entry Date: |
2025 |
| Accession Number: |
EJ1455176 |
| Database: |
ERIC |