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Publication Date
5-2011
Type of Culminating Activity
Dissertation - Boise State University Access Only
Degree Title
Doctor of Education in Curriculum and Instruction
Department
Curriculum, Instruction, and Foundational Studies
Major Advisor
Scott Willison, Ph.D.
Recommended Citation
Hale, Donnie Ray Jr., "Does Upward Bound Impact Academic Self-Efficacy?" (2011). Boise State University Theses and Dissertations. 190.
https://scholarworks.boisestate.edu/td/190
Comments
The primary purpose of this study was to explore the impact of Upward Bound on academic self-efficacy. Upward Bound (UB) is designed to increase the chances of youth from disadvantaged backgrounds enter and succeed in higher education. Academic self-efficacy has been identified as a relevant construct that refers to an individual’s confidence in his or her ability to succeed in academic tasks and pursuits and can be predictive of students’ ability to succeed. Using a quasi-experimental research design, participants completed an Academic Self-Efficacy Scale and demographic questionnaire at two time periods during the academic school year. The results of the study showed that Upward Bound did not have a statistically significant impact on participants’ academic self-efficacy. Academic self-efficacy is not an objective of Upward Bound; however increased academic self-efficacy is predictive of performance, persistence and resiliency for participants in the program. For future studies on academic self-efficacy and Upward Bound, a mixed method approach would be favored utilizing qualitative research and quantitative data.