Abstract
This study proposes an empirically grounded, non-deficit oriented, college transition program proactive advising model, called “mid-semester grade checks,” to promote academic self-efficacy among first-generation, low-income, and underrepresented minoritized students. The grade checks model was developed based on data comprised of longitudinal interviews with 70 participants in a comprehensive college transition program. Mid-semester grade checks promote academic self-efficacy through: (a) reflection and self-assessment, (b) emotional and interpersonal support, and (c) proactive planning and instrumental guidance.
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