dc.contributor.author	Bennett, Trenton D.
dc.date.accessioned	2018-05-16T18:15:10Z
dc.date.available	2018-05-16T18:15:10Z
dc.date.issued	2018-04
dc.identifier.uri	http://hdl.handle.net/10428/3063
dc.description.abstract	The purpose of this study was to determine if after-school program participation affected elementary students’ self-efficacy beliefs and better understand the relationship between elementary students’ academic self-efficacy and GPA. This study used a causal-comparative research design. Archival data gathered included students’ responses to the Morgan-Jinks Student Efficacy Scale (MJSES) (Jinks & Morgan, 1999) and students’ GPA. The MJSES reports self-efficacy using three subscales: talent, context, and effort. No statistically significant differences were found in academic self-efficacy beliefs of elementary students participating in the after-school program. A statistically significant difference was reported for the effort subscale between those who participated in the after-school program and those who did not. Non-participants had higher effort than participants of the after-school program. Statistically significant positive correlations were found between elementary students’ academic self-efficacy and GPA.	en_US
dc.description.tableofcontents	Chapter I: INTRODUCTION 1 \| Statement of the Problem 3 \| Theoretical Basis of the Study 3 \| Purpose of the Study 5 \| Significance of the Study 6 \| Research Questions 6 \| Procedures 7 \| Limitations of the Study 8 \| Definition of Terms 8 \| Organization of the Study 10 \| Chapter II: REVIEW OF LITERATURE 11 \| After-School Program Quality and Student Outcomes 13 \| After-School Programs and Academic Achievement 17 \| Self-Efficacy 23 \| Sources of Self-Efficacy Beliefs 24 \| Gender Differences in Academic Self-Efficacy 25 \| Grade-Level Differences in Academic Self-Efficacy 29 \| Self-Efficacy and Academic GPA 30 \| Summary 32 \| Chapter III: METHODOLOGY 34 \| Research Design 35 \| Threats to Internal and External Validity 35 \| Participants and Setting 37 \| Instrumentation 38 \| Validity 39 \| Procedures 40 \| Archived Data Collection 40 \| Limitations 42 \| Data Screening and Analysis 42 \| Summary 43 \| Chapter IV: RESULTS 44 \| Participants and Setting 44 \| Variables and Data Screening 45 \| Findings 50 \| Summary 54 \| Chapter V: SUMMARY AND DISCUSSION 55 \| Related Literature 56 \| Overview of the Study 58 \| Summary of Findings 59 \| Discussion 62 \| Limitations 64 \| Recommendations for Further Research 65 \| Conclusion 66 \| REFERENCES 67 \| APPENDIX A: Valdosta State University Institutional Review Board Exemption…….79 \| APPENDIX B: Copy of Morgan-Jinks Student Efficacy Scale 81 \|	en_US
dc.language.iso	en_US	en_US
dc.subject	After-school programs	en_US
dc.subject	Self-efficacy	en_US
dc.subject	Elementary schools	en_US
dc.title	The Impact of After-School Programs on Self-Efficacy of Elementary School Students	en_US
dc.type	Dissertation	en_US
dc.contributor.department	Department of Curriculum, Leadership, and Technology of the Dewar College of Education and Human Services	en_US
dc.description.advisor	Leech, Donald W.
dc.description.committee	Bochenko, Micheal J.
dc.description.committee	Gibson, Nicole M.
dc.description.committee	Lairsey, John D.
dc.description.degree	Ed.D.	en_US
dc.description.major	Curriculum and Instruction	en_US