Increasing college-going self-efficacy of rural fifth grade students Public Deposited

http://ir.library.oregonstate.edu/concern/graduate_thesis_or_dissertations/j098zf94c

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  • The work of professional school counselors in helping students achieve academically and increasing their college-going rates is significant work. Research indicates that high school and even middle school is often too late for students to begin the process of college and career planning. This dissertation includes two manuscripts. The first manuscript is a review of the literature related to college and career readiness, childhood development of elementary school students, including their college-going self-efficacy, instructional strategies that school counselors should consider employing in presenting college and career readiness units, and factors specific to working with elementary school students in rural areas. The second manuscript describes a study using a time series research design that examined the effect of a college access intervention, I'm Going to College, on the college-going self-efficacy of rural fifth grade students (n = 34) in an effort to determine the value of early (pre-adolescent) college access interventions. The hypothesis that the I'm Going to College curriculum increased the college-going self-efficacy of rural fifth grade students as evaluated by the College-Going Self-Efficacy Scale (CGSES), was supported. Results indicated that there is a relationship between early college access interventions and college-going self-efficacy of rural fifth grade students as shown by significant change in three of the six items on the CGSES. Implications of this study are discussed.
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  • description.provenance : Approved for entry into archive by Julie Kurtz(julie.kurtz@oregonstate.edu) on 2013-05-14T14:53:20Z (GMT) No. of bitstreams: 2 license_rdf: 1089 bytes, checksum: 0a703d871bf062c5fdc7850b1496693b (MD5) JensenMichelleL2013.pdf: 821997 bytes, checksum: 78d8dd501eddf2ba6648e7196dd1fb7b (MD5)
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