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dc.contributor.authorDevonport, Tracey J.
dc.contributor.authorLane, Andrew M.
dc.date.accessioned2006-08-02T10:13:04Z
dc.date.available2006-08-02T10:13:04Z
dc.date.issued2004
dc.identifier.citationCELT Learning and Teaching Projects 2003/04
dc.identifier.isbn0954211642
dc.identifier.urihttp://hdl.handle.net/2436/3663
dc.descriptionReport of a CELT project on supporting students through innovation and research
dc.description.abstractThis study investigates the relationship between self-efficacy and coping amongst first year sports studies students. The aims of the study are threefold; firstly, to explore the relationship between self-efficacy and coping among first year undergraduate sport students. Second, to investigate the influence of an intervention strategy to enhance coping skills, and thus raise self-efficacy. Thirdly, to investigate the extent to which academic self-efficacy and coping skills are associated with reduced dropout. The overarching objective is to encourage students to use effective coping strategies that bring about increased self-confidence to deliver the skills required to pass this year.
dc.format.extent157874 bytes
dc.format.mimetypeapplication/pdf
dc.language.isoen
dc.publisherUniversity of Wolverhampton
dc.relation.urlhttp://www.wlv.ac.uk/celt
dc.subjectStudents
dc.subjectUndergraduate students
dc.subjectFirst year students
dc.subjectSelf-efficacy
dc.subjectCoping skills
dc.subjectSports studies
dc.titleExploring the relationship between self-efficacy and coping amongst undergraduate students
dc.typeChapter in book
refterms.dateFOA2018-08-21T11:42:46Z
html.description.abstractThis study investigates the relationship between self-efficacy and coping amongst first year sports studies students. The aims of the study are threefold; firstly, to explore the relationship between self-efficacy and coping among first year undergraduate sport students. Second, to investigate the influence of an intervention strategy to enhance coping skills, and thus raise self-efficacy. Thirdly, to investigate the extent to which academic self-efficacy and coping skills are associated with reduced dropout. The overarching objective is to encourage students to use effective coping strategies that bring about increased self-confidence to deliver the skills required to pass this year.


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