Date
10-14-2026
Department
School of Education
Degree
Doctor of Philosophy in Higher Education Administration (PhD)
Chair
Lisa Foster
Keywords
associate of applied science, certificate programs, community college, occupational self-efficacy
Disciplines
Educational Leadership | Higher Education
Recommended Citation
Phelps, Stephen Wakefield, "A Causal-Comparative Study of Self-Efficacy in Certificate and Degree Programs at the Community College Level Upon Graduation" (2026). Doctoral Dissertations and Projects. 9001.
https://digitalcommons.liberty.edu/doctoral/9001
Abstract
This quantitative causal-comparative study investigated whether student-perceived occupational self-efficacy differs between graduates of community college certificate programs and those completing Associate of Applied Science (AAS) degrees. The research also addresses a gap in the literature regarding how award type influences occupational self-efficacy among students in automotive, diesel, manufacturing, and welding programs. The study employed a causal-comparative research design, examining the relationship between the categorical independent variable of award type (certificate or AAS degree) and the quantitative dependent variable of occupational self-efficacy. Participants (N=209) were students in their graduating term from community colleges in a Northwestern state who were completing one of the target programs. Data was collected using the Occupational Self-Efficacy Scale (OSES). Descriptive statistics summarize demographic and study variables, including means, standard deviations, frequencies, and percentages. A two-way ANOVA tested for statistically significant differences and found no significant interaction or main effects between the award types or the disciplines on occupational self-efficacy. The findings of this study expand the literature on occupational self-efficacy at the community college level with technical graduates and offer insights that can support program development and leadership decision-making. This research serves as a foundation for future studies exploring the nuances of student self-efficacy post-graduation. Future research should assess data through longitudinal study methodology and incorporate a mixed-method approach among a different population compared with a different instrument.
