<p> This study investigates the different levels of confidence, motivation, and self-concept of several student populations at one community college. The existing literature on the subject of self-concept describes a multi-dimensional and complex phenomenon that is sometimes overlooked when assessing students’ higher education needs. Student self-perceptions and motivations, however, are based on the sum total of experiences a student’s experiences. They represent a measurement of aptitude not currently addressed by most standardized instruments. What self-concept offers is a better understanding of what students believe their capabilities are and possible pathways to success.</p><p> Through the use of mean comparisons and blocked-entry regression models, several differences in motivations, ability, and self-concept levels among various group comparisons were identified. Differences in mean cumulative G.P.A. performance were examined by gender, race/ethnicity, college readiness, and other student success categories. An interesting case of possible variable suppression was found in one of the models examining student leadership self-concept, and this should be examined in future studies of the concept. </p><p> Understanding individual academic and social self-concept levels could improve the success of tailored or customized curricula and student services in higher education. A combination of individual and custom approaches is recommended in order to address the unique needs of individuals and targeted populations. Self-concept variables provide educators data that could be extremely powerful in assessing the academic needs of minorities, first-generation, traditional, non-traditional, and at-risk students.</p>
| Identifer | oai:union.ndltd.org:PROQUEST/oai:pqdtoai.proquest.com:3721063 |
| Date | 27 October 2015 |
| Creators | Riordan, Kevin M. |
| Publisher | University of Pennsylvania |
| Source Sets | ProQuest.com |
| Language | English |
| Detected Language | English |
| Type | thesis |
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