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.