Abstract
Resident assistants' self-efficacy beliefs about their abilities to positively influence the development of students were examined in a multi-institution study. One hundred and eleven resident assistants (57% female; 70%White, 6% Hispanic, 4% African American, 2% Asian-American, 1% Native-American) completed the Resident Assistant Self-Efficacy Scale. This article describes the development of a valid and reliable self-efficacy instrument, which has practical and research implications for understanding the thoughts and behaviors of resident assistants.
Original language | English (US) |
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Pages (from-to) | 247-256 |
Number of pages | 10 |
Journal | Journal of College Student Development |
Volume | 40 |
Issue number | 3 |
State | Published - May 1 1999 |
Externally published | Yes |
ASJC Scopus subject areas
- Education