College Students' Intent to Persist with Their Education: The Direct and Indirect Effects of Classroom Confirmation and Academic Self-Efficacy. Issue 3 (27th May 2023)

• Record Type: Journal Article
• Authors: Johnson, Zac D.; LaBelle, Sara
• Is Part Of: Western journal of communication. Volume 87:Issue 3(2023)
• Page Start: 451
• Page End: 470
• Publication Date: 2023-05-27
• Subjects: Academic Self-Efficacy -- Confirmation -- Mediation -- Persistence; Oral communication -- Periodicals; 428.3
• DOI: 10.1080/10570314.2022.2131464
• Languages: English
• ISSNs: 1057-0314

Abstract

Abstract : The current study explored the relationships between teacher and student-to-student confirmation, academic self-efficacy, and college students' intention to persist with their education. A cross-sectional mediation analysis of 412 students indicates that confirmation from both teachers and students has a direct relationship to students' intention to persist. Further, confirmation indirectly relates to intention to persist through academic self-efficacy. The strongest effects were observed for teacher confirmation, though student confirmation still yielded meaningful associations. Overall, the findings indicate that classroom-based interactions, while often overlooked as a potential intervention for persistence and retention, can have a meaningful relationship to students' intention to persist.