Date
3-10-2026
Department
School of Education
Degree
Doctor of Philosophy in Education (PhD)
Chair
Ellen Ziegler
Keywords
corequisite, remedial, developmental, mathematics, support, self-efficacy, reciprocal determinism
Disciplines
Education | Educational Methods
Recommended Citation
Fleming, Johnny Reed, "Self-Efficacy Traits of First Year Corequisite Math Students: A Phenomenological Study" (2026). Doctoral Dissertations and Projects. 7989.
https://digitalcommons.liberty.edu/doctoral/7989
Abstract
The purpose of this phenomenological study was to understand better the self-efficacy traits of first-year corequisite mathematics students at a regional, private, liberal arts university located in central Appalachia. The theory guiding this study is Bandura’s social cognitive theory as it pertains to participants’ beliefs in their ability to succeed in a college-level mathematics course and their perceived self-efficacy and reciprocal determinism regarding that success. The research questions in this study were designed to examine the perceived self-efficacy, factors of reciprocal determinism, and attitudes of students who experienced success in a credit-bearing mathematics course in college while subsequently enrolled in a corequisite support course. Data collection included semi-structured interviews, focus groups, and questionnaires with a sample of 11 students who have successfully completed a college-level mathematics course while subsequently enrolled in a corequisite support course. Data analysis was performed using Moustakas’ modification of the Van Kaam method of analysis. This resulted in coding the data and organizing those codes to identify the following themes: (1) self-assessment, with sub-themes of ability, emotions and attitudes, and confidence, (2) impacts on learning, with sub-themes of self-paced learning, curriculum, support from technology, and support from instructors and peers, and (3) benefits, with sub-themes of real-world applications and soft skills. The findings from the study were that institutions should consider re-evaluating placement in mathematics courses. They should also identify and support instructors in foundational courses who value relational teaching models as well as visual and hands-on methods of teaching mathematics concepts.
