Date of Award

5-2014

Document Type

Dissertation

Degree Name

Doctor of Education (Ded)

Department

Professional Studies in Education

First Advisor

Jennifer Rotigel, D.Ed.

Second Advisor

George R. Bieger, Ph.D.

Third Advisor

Kelli Jo Kerry-Moran, Ph.D.

Abstract

This quantitative study examined the variables of alcohol expectancy and academic self-efficacy to determine if such elements influence student academic achievement. This study rests on the theoretical framework of Social Learning Theory that identifies the concept of individual experiences as shaping and determining future behavior believed to impact student academic success. All enrolled (N=2,609) first year students at a large Mid-Atlantic university were invited to participate in the study with a sample of 327 first year students who completed the online survey. The results of the data analysis found that measures of alcohol expectancy and academic self-efficacy represent two variables that are significantly correlated with academic achievement. Alcohol expectancy and academic self-efficacy are therefore predictive variables that may be useful in identifying students at risk of academic failure. Institutions of higher education could use this information to design programs of early intervention to guide and support students on their collegiate journey toward degree attainment.

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