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The impact of self beliefs on post-secondary transitions: The moderating effects of institutional selectivity

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Abstract

The purpose of this study was to examine the relationships between self beliefs, institutional characteristics, and college student persistence. More specifically, this study sought to understand whether self-efficacy beliefs, both academic self-efficacy and social self-efficacy, play a role in college persistence. Further, the possible moderating effects of institutional selectivity were explored. Results showed academic and social self-efficacy beliefs were associated with first-year college persistence. Accounting for the moderating effects of college selectivity revealed a nuanced relationship between self-efficacy beliefs and persistence. Social self-efficacy had the greatest impact on the persistence of students at less selective colleges, whereas academic efficacy was associated with a greater persistence for students at highly selective colleges. Implications for higher education practitioners and counselors are discussed.

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  1. Educational Studies and Secondary Education, MCHS 124, Bloomsburg University, 400 East Second Street, Bloomsburg, PA, 17815, USA

    Diane Cardenas Elliott

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  1. Diane Cardenas Elliott
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Elliott, D.C. The impact of self beliefs on post-secondary transitions: The moderating effects of institutional selectivity. High Educ 71, 415–431 (2016). https://doi.org/10.1007/s10734-015-9913-7

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