Date of Award


Document Type

Campus Access Thesis


Educational Leadership and Policies


Higher Education and Student Affairs

First Advisor

Julie Rotholz


This study was created to examine the difference in means between a University of South Carolina sophomore students' level of involvement and levels of self-efficacy, meaning-in-life, and intent to re-enroll. Sophomore college students have less support than in their first year while struggling to develop purpose and declare a major. During this period of uncertainlty, sophomores may experience 'prolonged indecisiveness, poor academic course selection, low levels of academic and co-curricular engagement and integration, behavioral problems, and increased time to degree completion' (Schaller, 2010). To alleviate the symptoms of these problems, sophomores can develop self-efficacy and meaning-in-life. A modified version of Laurie Schriener's Sophomore Experience Survey was sent to all 4,016 second-year students at the University of South Carolina, Columbia campus. Three hundred forty seven (8.64%) students responded, self-reported to be sophomores, and completed the entire survey. Section C of the survey measured Self-Efficacy, Section E measured Meaning-in Life, and one question from Section E measured intent to re-enroll. A one-way analysis of variance was used to test the null hypothesis at a .05 level of significance. Results indicated that students involved in on-campus organizations, regardless of religious status, had higher levels of self-efficacy. Students in religious on-campus organizations had the highest levels of meaning-in-life, followed by students involved in non-religious on-campus organizations and then students not involved in on-campus organizations. The one-way analysis of variance revealed that there was no difference in means between the level of involvement and intent to re-enroll.


© 2011, Lauren Michelle Hatfield