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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): 127-138
dc.identifier.issn0301 2212
dc.identifier.urihttp://hdl.handle.net/2436/14656
dc.descriptionMetadata only
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.
dc.format.extent81511 bytes
dc.format.mimetypeapplication/pdf
dc.language.isoen
dc.publisherSociety for Personality Research
dc.relation.urlhttp://www.sbp-journal.com/default.aspx?pageid=46&JournalArticleID=1563
dc.subjectSelf-confidence
dc.subjectCoping
dc.subjectAppraisal
dc.subjectHuman performance
dc.subjectStress
dc.titleRelationships between self-efficacy, coping and student retention
dc.typeJournal article
html.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.


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