This literature review first identifies the challenges facing prospective first-generation college students (PFGCS) including a lack of academic preparation in high school, financial barriers created by lower socioeconomic status (SES), and a lack of family support due to unfamiliarity with higher education (Majer, 2009; Olive, 2008; Weiser & Riggio, 2010). Second, this literature review examines the positive correlation between increased academic self-efficacy (ASE) and academic achievement (Elias & Loomis, 2002; Robbins et al., 2004; Zajacova, Lynch, & Espenshade, 2005). Third, this literature review provides a conceptual framework for PFGCS intervention program development based on four strategies found to influence ASE: enactive experiences, vicarious experiences, verbal persuasion, and physiological and affective states (Gandara & Bail, 2001; Habel, 2009; Robbins et al., 2004; Zimmerman, 2000). Fourth, the literature review provides implications including the proposed use of an ASE framework for existing intervention program assessment, a recommendation for the use of an ASE framework to guide high school educator and program administrator activities, and the proposed use of an ASE framework for school counselor planning activities serving the PFGCS population.
Atanasov, Kathryn G.; Dudnytska, Nataliya; Estes, Todd; and Marsh, Julie
"Intervention Strategies Promoting Academic Self-Efficacy in Prospective First-Generation College Students: A Literature Review,"
The William & Mary Educational Review: Vol. 1:
1, Article 7.
Available at: https://scholarworks.wm.edu/wmer/vol1/iss1/7