The language-related academic self-confidence of noncitizen students in US higher education

For this multivariate regression study I utilized data from the Cooperative Institutional Research Program (CIRP) surveys of freshman and senior undergraduates to examine the language-related academic self-confidence (LRASC) of noncitizen students in relationship to college environmental factors like academic disengagement and assertiveness. Despite the growing number of noncitizen students in US higher education-both international and undocumented students-little is known about the connection between citizenship status, college experience, academic achievement, and academic self-confidence. The study’s major finding is that noncitizen status is largely a positive factor in students’ appraisal of their own academic abilities.