2.50
Hdl Handle:
http://hdl.handle.net/2436/14656
Title:
Relationships between self-efficacy, coping and student retention
Authors:
Devonport, Tracey J.; Lane, Andrew M.
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.
Citation:
Social Behavior and Personality, 2006, 34(2): 127-138
Publisher:
Society for Personality Research
Issue Date:
2006
URI:
http://hdl.handle.net/2436/14656
Additional Links:
http://www.sbp-journal.com/default.aspx?pageid=46&JournalArticleID=1563
Type:
Article
Language:
en
Description:
Metadata only
ISSN:
0301 2212
Appears in Collections:
Learning and Teaching in Sport, Exercise and Performance

Full metadata record

DC FieldValue Language
dc.contributor.authorDevonport, Tracey J.-
dc.contributor.authorLane, Andrew M.-
dc.date.accessioned2007-11-19T18:26:29Z-
dc.date.available2007-11-19T18:26:29Z-
dc.date.issued2006-
dc.identifier.citationSocial Behavior and Personality, 2006, 34(2): 127-138en
dc.identifier.issn0301 2212-
dc.identifier.urihttp://hdl.handle.net/2436/14656-
dc.descriptionMetadata onlyen
dc.description.abstractRelationships 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.en
dc.format.extent81511 bytes-
dc.format.mimetypeapplication/pdf-
dc.language.isoenen
dc.publisherSociety for Personality Researchen
dc.relation.urlhttp://www.sbp-journal.com/default.aspx?pageid=46&JournalArticleID=1563en
dc.subjectSelf-confidenceen
dc.subjectCopingen
dc.subjectAppraisalen
dc.subjectHuman performanceen
dc.subjectStressen
dc.titleRelationships between self-efficacy, coping and student retentionen
dc.typeArticleen
All Items in WIRE are protected by copyright, with all rights reserved, unless otherwise indicated.