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dc.contributor.authorKiemele, Laura Marie
dc.description.abstractDual credit options allow high school students to enter college with college credits earned, as well as gain lived experience of the role expectations, academic rigor, and time it takes to complete college-level work. While past studies have identified benefits of dual credit for first-generation college students in particular, few have investigated the nature of that relationship. This qualitative study examined the relationship between first-generation students’ dual credit experiences and academic self-efficacy. Interviews were conducted with three first-generation college students in fall 2019. Findings indicate first-generation students who engage in a rigorous dual credit experience that results in mastery experience are more prepared for the academic expectations of college, master the role of a student, and perceive an increase in academic self-efficacy. This experience may provide first-generation students with knowledge and transition skills for college that their continuing generation peers find elsewhere. Implications and recommendations for future research are discussed.en_US
dc.publisherNorth Dakota State Universityen_US
dc.rightsNDSU policy 190.6.2en_US
dc.titleExploring the Relationship Between Dual Credit Experience and Self-Efficacy: The Perspective of First-Generation College Studentsen_US
dc.typeThesisen_US
dc.date.accessioned2021-03-16T15:52:35Z
dc.date.available2021-03-16T15:52:35Z
dc.date.issued2020
dc.identifier.urihttps://hdl.handle.net/10365/31800
dc.subjectdual crediten_US
dc.subjectfirst-generation college studenten_US
dc.subjectmastery experienceen_US
dc.subjectself-efficacyen_US
dc.rights.urihttps://www.ndsu.edu/fileadmin/policy/190.pdfen_US
ndsu.degreeMaster of Science (MS)en_US
ndsu.collegeHuman Sciences and Educationen_US
ndsu.departmentEducationen_US
ndsu.programEducational Leadershipen_US
ndsu.advisorBeseler Thompson, Erika


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