RELATIONSHIPS BETWEEN SELF-EFFICACY, COPING AND STUDENT RETENTION

By T. Devonport, A. Lane. 2006

168 citations recorded by the source corpus.

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.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/83c5d368c947e1c87766f2e95bb3c43911ab4dc7

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Developmental and Educational Psychology

1. K. Boutelle
2. Yu-Chu Yeh
3. J. Sullivan
4. Peggy Hsieh
5. D. Parker
6. Sue Darwent
7. Daniel A. Sass
8. Norma S. Guerra

In Education

1. K. Boutelle
2. Chih-Che Lin
3. Yu-Chu Yeh
4. J. Sullivan
5. Peggy Hsieh
6. D. Parker
7. Sue Darwent
8. Daniel A. Sass

Citations in the corpus

• Executive Function Coaching for College Students with Learning Disabilities and ADHD: A New Approach for Fostering Self–Determination (2009, background): “…correlations be-tween students’ self-assessment of their competence in organizing and taking action to attain desired outcomes (Bandura, 1997) and their levels of academic success leading to persistence in undergraduate programs (Lane & Devonport, 2006; Zajacova, Lynch, & Espenshade, 2005).”
• A Closer Look at College Students: Self-Efficacy and Goal Orientation (2007, background): “The University of Texas at San Antonio Despite increases in undergraduate college student enrollment, low academic achievement, and high attrition rates persist for many students (Devonport & Lane, 2006; Lloyd, Tienda, & Zajacova, 2001; Tinto, 1994).”
• How Gratitude Influences Well-Being: A Structural Equation Modeling Approach (2013, background): “Empirical findings have also demonstrated that social support is one of the most important noncontextual factors that influence coping strategies (e.g., Devonport and Lane 2006).”
• Measuring the beginning: a quantitative study of the transition to higher education (2014, background): “Self-efficacy has been extensively explored in relation to academic success and retention (Devonport and Lane 2006; Multon, Brown, and Lent 1991).”
• Undergraduate Engineering Students’ Beliefs, Coping Strategies, and Academic Performance: An Evaluation of Theoretical Models (2012, background): “Devonport and Lane ( 2006 ) suggested that coping could influence academic success because the amount of effort students invest to reach a certain outcome is dependent on how they cope with the negative emotions and obstacles.”