This study examines the relationship between support from comprehensive college transition program (CCTP) staff and students’ academic self-efficacy, academic behavioral change, and achievement. The authors surveyed 1,197 students across three campuses of the University of Nebraska system. Path analyses revealed CCTP staff support had direct and indirect effects on these outcomes. They recommend that institutions identify program staff as sources of knowledge and that research explore them as a source of academic self-efficacy.
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