Influences of self-beliefs, social support, and comfort in the university environment on the academic nonpersistence decisions of American Indian undergraduates.

Abstract

This study investigated the influence of self-beliefs, social support, and comfort in the university environment on the academic nonpersistence decisions of 83 American Indian undergraduates. The self-belief construct comprised self-esteem and 2 dimensions of college-related self-efficacy. The social support cluster consisted of 3 variables: family support, friend support, and perception of being mentored. The 3rd cluster, comfort in the university environment, was measured by perceptions of university environment, cultural congruity, and college stress. Although each of the 3 constructs significantly accounted for academic nonpersistence decisions, social support was the strongest predictor, followed by comfort in the university environment, and then self-beliefs. Students who perceived being mentored were more likely to report decreased nonpersistence decisions. Similarly, students who had more positive perceptions of the university environment were more likely to make fewer nonpersistence decisions. Finally, higher self-esteem and greater college-related self-efficacy were associated with decreased nonpersistence decisions. Research-informed practice implications for increasing the academic persistence of American Indian students include fostering mentoring relationships and providing interventions to increase social support, self-esteem, and self-efficacy.

Resilience Among American Indian Adolescents: Investigation Into the Role of Culture

“…Specifically, Gloria & Kurpius (2001) found social support to be the strongest predictor of academic persistence among AI college students from a predominantly non-AI college campus, which is congruent with prior studies. After accounting for social support, comfort on campus and self-beliefs were the next predictors of academic persistence for this sample (Gloria & Kurpius, 2001).…”

“…Additionally, social support from friends and mentors is also vital. For example, Gloria & Kurpius (2001) found social support to be the strongest predictor of academic persistence among AI college students from a predominantly non-AI college campus.…”

“…The researchers suggested that social support may account for improvements in academic persistence. Furthermore, research specific to AI has shown that positive social support on campus has been noted as a significant predictor of academic persistence among AI college students (Brown & Robinson Kurpius, 1997;Gloria &Kurpius, 2001;.…”

“…However, it should be noted that social support from family and friends was not significantly associated to academic nonpersistence. The researchers suggested that AI family and friends may be supportive regardless of the AI student's academic persistence or non-persistence (Gloria & Kurpius, 2001). would not use out of respect for their sibling or cousin, which was an emerging finding.…”

“…After accounting for social support, comfort on campus and self-beliefs were the next predictors of academic persistence for this sample (Gloria & Kurpius, 2001). However, it should be noted that social support from family and friends was not significantly associated to academic nonpersistence.…”