School of Education


Doctor of Education in Educational Leadership (EdD)


Wesley Scott


Homeschool, Self-esteem, Emotional Intelligence, Parental Interest, Goal Commitment, College Transition


Education | Educational Leadership


Since the number of homeschooled students choosing to attend college is increasing, there continues to be a need to identify potential self-esteem issues in homeschooled freshmen college students (Smith, 2013). This study investigated if years of homeschool had a relational effect on self-esteem in homeschooled college freshmen students attending a college campus. In this quantitative study, the sample population was comprised of freshmen college students between the ages of 18 and 22, have been homeschooled for at least one year, and were currently attending a college campus with under thirty hours of college credit. Participants received the Rosenberg Self-Esteem Scale survey containing demographic questions confirming their eligibility, then engaged in a 10-item questionnaire with five items positively worded and five items negatively worded. Data from a 4-point Likert-type scale were used to conduct liner correlational statistics determining self-esteem in freshmen college students who were homeschooled. The theoretical framework from which this research was examined is the self-determination theory and the theory of dropout. After completion of the analysis and interpretation of the results, the study indicated there is no statistically significant correlation between the number of years homeschooled and self-esteem levels of first year college students as shown by the Rosenberg Self-Esteem Scale. Recommendations were then identified to assist instructors and parents on how to support students in completing academic goals ensuring educational success.