Advancing College Access: Factor Analysis of Grade 11 College-Going Self-Efficacy

Thomas M. Menino Convention & Exhibition Center 

Onward We Learn prepares Rhode Island students to be the first in their families to attend and complete college. As a provider of the U.S. Department of Education's GEAR UP program, it's critical to understand the social emotional development indicators that support college enrollment and persistence. This study uses factor analysis to examine Grade 11 student responses (n = 113) to the College-Going Self-Efficacy Scale (Gibbons & Borders, 2010), which measures students' beliefs in their ability to successfully attend college. Data were screened for normality and sampling adequacy, with results supporting factor analysis (KMO = .87; Bartlett's χ² = 1832.02, p < .001). Maximum likelihood factor analysis with oblique rotation identified a three-factor structure accounting for 43.01% of the variance. A preliminary confirmatory factor analysis (CFA) was also conducted to evaluate the fit of the retained three-factor model within the study sample. Findings highlight key dimensions of perceived student abilities relevant for strengthening confidence and readiness for post-secondary transitions as well as degree completion. Given high immediate college enrollment (73%) and second-year persistence (71%) rates of Onward students, understanding students' beliefs in their ability to enroll and succeed in college is critical for program accountability and continuous improvement.

Exploratory Factor Analysis

Confirmatory Factor Analysis

Psychometrics

College Going Self-Efficacy

Postsecondary Readiness

Construct Validity 

Survey Research Methods Section