Assessing first-year seminar performance with college engagement, academic self-efficacy, and student achievement

Abstract

Retention is concerning in higher education as enrollment continues to increase, including the number of first-generation students. Research supports that student success can be impacted by academic self-efficacy and college engagement and implementing effective first-year seminars (FYS) may improve these constructs. This study examined the relationship between engagement and academic self-efficacy and FYS performance. The relationship of these constructs to academic outcomes (i.e., first-term GPA and persistence) was also explored. FYS performance was significantly related to both engagement and academic self-efficacy and each of these constructs were then positively related to achievement. Suggestions for improving the learning environment are included.