First-Year College Students' Strengths Awareness: Building a Foundation for Student Engagement and Academic Excellence

Krista M Soria, Robin Stubblefield

Research output: Contribution to journalArticle

Abstract

As strengths-based approaches continue to gain steady momentum in colleges and universities, a distinct need for scholarship on the benefits of strengths-based practices has emerged. In fall 2011, all first-year students at a university in the Midwest were invited to discover their strengths by taking the Clifton StrengthsFinder. The purpose of this study was to examine the associations between first-year students' strengths awareness and two outcomes that influence students' success in higher education: academic self-efficacy and engagement. The results of a midyear survey of the first-year class (n = 1,397) suggest students' strengths awareness is positively associated with academic self-efficacy and engagement when controlled by demographic variables, academic achievement, and strengths interactions.
Original languageEnglish (US)
Pages (from-to)69-88
Number of pages20
JournalJournal of the First-Year Experience & Students in Transition
Volume26
Issue number2
StatePublished - 2014

Fingerprint

first-year student
self-efficacy
university
academic achievement
student
interaction
education

Keywords

  • Academic Achievement
  • Bartletts Test of Sphericity
  • College Freshmen
  • Demography
  • ERIC, Current Index to Journals in Education (CIJE
  • Factor Analysis
  • Higher Education
  • Interest Inventories
  • Learner Engagement
  • Measures (Individuals)
  • Models
  • Postsecondary Education
  • Predictor Variables
  • Regression (Statistics)
  • Self Efficacy
  • Statistical Distributions
  • Student Characteristics
  • Student Surveys
  • Talent Identification
  • United States (Midwest)
  • Vocational Interests

Cite this

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title = "First-Year College Students' Strengths Awareness: Building a Foundation for Student Engagement and Academic Excellence",
abstract = "As strengths-based approaches continue to gain steady momentum in colleges and universities, a distinct need for scholarship on the benefits of strengths-based practices has emerged. In fall 2011, all first-year students at a university in the Midwest were invited to discover their strengths by taking the Clifton StrengthsFinder. The purpose of this study was to examine the associations between first-year students' strengths awareness and two outcomes that influence students' success in higher education: academic self-efficacy and engagement. The results of a midyear survey of the first-year class (n = 1,397) suggest students' strengths awareness is positively associated with academic self-efficacy and engagement when controlled by demographic variables, academic achievement, and strengths interactions.",
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