An Examination of the Relationship Between Student Success Courses and Persistence, Credential Attainment, and Academic Self-Efficacy Among Community College Students

The purpose of this study was to explore the relationship between taking a student success course and the educational outcomes of persistence, credential attainment, and academic self-efficacy. Although previous studies have examined student success courses in relation to persistence and credential attainment, few have included a self-efficacy component. This study filled an additional gap in prior studies by seeking student perceptions about their experience in a student success course. Several major findings emerged from the study. Chi-square results revealed significant relationships between enrollment in the student success course and persistence and credential attainment. Logistic regression results indicated that being younger, enrolling in a developmental education course, attending part-time, persisting, and completing a college credential predicted the likelihood of enrolling in the student success course. ANOVA results revealed a significant relationship on the Understanding Subscale of the Academic Self-Efficacy Questionnaire for student success course participants as compared to a control group. Student perceptions obtained from a focus group provided support that taking the student success course had a positive impact on academic self-efficacy and academic success. Findings contribute to the growing body of literature that student success courses provide students with certain skillsets and greater confidence to succeed in college.