Connecting Concepts of Self-Efficacy, Engaged Scholarship, and Civic Responsibility Among Student-Veterans

Connecting Concepts of Self-Efficacy, Engaged Scholarship, and Civic Responsibility Among Student-Veterans

Shaneen Dials-Corujo (Benedict College, USA)
Copyright: © 2018 |Pages: 19
DOI: 10.4018/978-1-5225-3649-9.ch006
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Abstract

An estimated 23 million veterans lived in the United States in 2013, when the U.S. spent approximately $99 billion on veterans' benefits, $4.4 billion of which funded education and vocational rehabilitation. This denotes increased presence of combat student-veterans in colleges, which signifies a growing need to understand their educational experiences. Research connects high self-efficacy and academic achievement. This study aimed for a deeper understanding of the educational experiences of combat student-veterans who had achieved academic degrees following deployment in Operation Enduring Freedom (OEF)/Operation Iraqi Freedom (OIF). Qualitative methodology was used as a source of in-depth exploration to identify conditions enhancing combat student-veterans' motivation in the college classroom. Using Yin's multiple-case-study research design, information was gathered from nine individual combat student-veteran perspectives. Findings indicated that mastery experience, vicarious experience and social persuasion were major sources of self-efficacy among student-veterans.
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Background

Bandura (2000) asserted that behavioral, cognitive, and environmental factors operate according to a model of triadic reciprocity: they are determinants of one another. Bandura (1986) introduced the concept of self-efficacy as a component of the social cognitive theory. Self-efficacy has been defined as belief in one’s ability to achieve a given task (Bandura, 2000). According to Schunk (1995), self-efficacy influences an individual’s effort, persistence, and achievement. Understanding sources of self-efficacy is instrumental in comprehending student motivation and classroom performance.

Bandura (2000) identified four sources of self-efficacy: mastery experience, vicarious experience, social persuasion, and physiological reaction. The self-efficacy concept may apply to the combat student-veteran population, as it explains why some combat student-veterans are able to complete the academic process and attain degrees while others withdraw from the process.

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Literature Review

Service members who participated in an active combat zone during Operation Enduring Freedom (OEF)/Operation Iraqi Freedom (OIF) present unique experiences to the academic environment (Holloway, 2009). These experiences include challenges to remain engaged in dialogue between the student-veteran and the faculty, as well as peer-to-peer engagement in the classroom (Kim & Cole, 2013). The combat student-veterans’ military and classroom environments, their post-combat behavior, and their personal characteristics tend to either foster or hinder academic achievement (Bandura, 2000; Fajarito, Dela Cruz, & De Guzma, 2017).

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