Abstract
This chapter examines self-efficacy and engagement, which have been considered essential for success in college students. Self-efficacy is a strong predictor of academic achievement, and results in improvements in learner engagement and persistence; research has previously demonstrated that nontraditional learners demonstrate low levels of both engagement and persistence. Academic entitlement has the opposite effect on academic behavior and is correlated with an external locus of control and lower academic motivation. Self-efficacy and academic entitlement in nontraditional learners are considered, as well as strategies to increase persistence and engagement in this vulnerable population.
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