|Title: ||Relationships between self-efficacy, coping and student retention|
|Citation: ||Social Behavior and Personality, 2006, 34(2): 127-138|
|Publisher: ||Society for Personality Research|
|Issue Date: ||2006 |
|Additional Links: ||http://www.sbp-journal.com/default.aspx?pageid=46&JournalArticleID=1563|
|Abstract: ||Relationships between self-efficacy, coping and retention among first-year undergraduate students were investigated. Qualitative methods were used to develop a self-efficacy measure assessing confidence to achieve those competencies required to successfully complete the first year of an undergraduate degree. One hundred and thirty-one first-year students completed a 40-item self-efficacy questionnaire and the MCOPE (Crocker and Graham, 1995) at the start of the academic year. Factor analysis indicated a coherent 5-factor model that described self-efficacy to manage time, use learning resources, work in groups, work well in lectures, and communicate. Results indicated that the coping strategies of planning and seeking social support for instrumental purposes significantly related to more than one self-efficacy factor and that self-efficacy scores taken at the start of the course could correctly classify 81.3% of students who subsequently withdrew. Findings lend insight into the association between strategies used to cope with environmental and interpersonal demands, and self-efficacy to cope with the demands of an undergraduate degree.|
|Description: ||Metadata only|
|ISSN: ||0301 2212|
|Appears in Collections: ||Learning and Teaching in Sport, Exercise and Performance|
|Files in This Item:|
There are no files associated with this item.
All Items in WIRE are protected by copyright, with all rights reserved, unless otherwise indicated.