The Influence of Self-Efficacy and Hawaiian Identity on Academic Performance among First Year Native Hawaiian Community College Students

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dc.contributor.advisorYamauchi, Lois A.
dc.contributor.advisorLiu, Min
dc.contributor.authorNakoa, Michaelyn Napualanimekamaileokaala
dc.contributor.departmentEducational Psychology
dc.date.accessioned2020-07-07T19:12:32Z
dc.date.available2020-07-07T19:12:32Z
dc.date.issued2020
dc.description.degreeD.Ed.
dc.identifier.urihttp://hdl.handle.net/10125/68982
dc.subjectEducational psychology
dc.subjectCommunity College
dc.subjectFirst year
dc.subjectHigher Education
dc.subjectIdentity
dc.subjectNative Hawaiian
dc.subjectSelf-efficacy
dc.titleThe Influence of Self-Efficacy and Hawaiian Identity on Academic Performance among First Year Native Hawaiian Community College Students
dc.typeThesis
dcterms.abstractImproving programs and strategies addressing the long-term historical effects of language loss and cultural practices in the current education system for the Hawaiian population is at the forefront of educational research in Hawaiʻi. This study focused on the effects of academic self-efficacy and Hawaiian identity on academic achievement among first year Native Hawaiian students at a community college in Honolulu. The study was framed by Bandura’s (1989) concept of triadic reciprocal causation. Factor analysis and structural equation modeling were employed to examine the structure of the latent factors, self-efficacy and Hawaiian identity, and their relationship to each other and their effects on GPA, persistence and grades in English, math, Hawaiian studies and Hawaiian language courses. Results revealed significant positive relationships between all the factors representing the two latent constructs. One factor, representing students’ self-efficacy in engaging in classroom activities, positively affected GPA. Self-efficacy in understanding what one was learning and being able to study and manage one’s time had a positive effect on students’ Hawaiian language grade. Recommendations are provided to improve measurement of Hawaiian identity through application of Critical Race Theory to scale development. Alternate ways to define and measure success such as community engagement, giving back and through use of student goals are suggested.
dcterms.extent107 pages
dcterms.languageeng
dcterms.publisherUniversity of Hawai'i at Manoa
dcterms.rightsAll UHM dissertations and theses are protected by copyright. They may be viewed from this source for any purpose, but reproduction or distribution in any format is prohibited without written permission from the copyright owner.
dcterms.typeText
local.identifier.alturihttp://dissertations.umi.com/hawii:10651

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D.Ed. - Educational Psychology