Career Decision-Making Self-Efficacy, Perceived Stress, and an Integrated Model of Student Persistence: A Structural Model of Finances, Attitudes, Behavior, and Career Development

By Martin E. Sandler. 2000

185 citations recorded by the source corpus.

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Shaping Retention from Research to Practice (2007, background): “Along similar lines, Sandler (2000) urges administrators and faculty to develop collaborative relationships with other organizations to develop approaches to helping nontraditional students feel like they belong in a college or university.”
Emotional intelligence and student retention: Predicting the successful transition from high school to university (2006, background): “Not surprisingly, researchers have turned their attention to a broad range of other possible predictors for academic success like working while attending school, ethnicity, family obligations, distance from home, family or personal finances, and engagement with the institution (for reviews, see, Mur”
University Life of Non-Traditional Students: Engagement Styles and Impact on Attrition (2011, background): “…building of relationships with other students and on making friends in college clubs or organizations (Cabrera, Castaneda, Nora, & Hengstler, 1992; Sandler, 2000); in other cases (Pascarella, Duby, & Iverson, 1982), it includes not only the quality of peer relationships, but also the quality of…”
Self-Care Practices and Perceived Stress Levels Among Psychology Graduate Students (2012, result): “Psychology graduate students who indicated that their household income was insufficient compared with their cost of living perceived more stress, which is consistent with previous research suggesting a reciprocal relationship between perceived stress and financial satisfaction in adult students (San”
Multiple Roles of Adult Learners (2003, background): “Adults persist against difficult odds in an institutional system that does not recognize them for who they are and is not designed to meet their needs (Sandler, 2000).”
Beyond the first‐year experience: the impact on attrition of student experiences throughout undergraduate degree studies in six diverse universities (2011, background): “It should be noted that intention to leave or intention to stay has been found by several researchers to strongly predict actual departure or persistence (Bean and Metzner 1985; Eaton and Bean 1995; Sandler 2000; Summers 2003).”
Increased Career Self-Efficacy Predicts College Students’ Motivation, and Course and Major Satisfaction (2014, background): “In contrast, improved career self-efficacy is associated with increased persistence in college (Sandler, 2000) and greater certainty in achieving success in the world of work and increased career opportunities (Fouad & Guillen, 2006; Smith & Fouad, 1999).”
Self-Efficacy, Stress, and Academic Success in College (2005, background): “This conclusion supports a general trend in the literature (Pajares and Kranzler, 1995; Sandler, 2000a, 2000b).”
Achievement among first-year university students: an integrated and contextualised approach (2013, background): “Some recent studies have adopted a more inclusive approach to estimating the relative contribution of various predictors to student achievement (Bruinsma 2004; Lizzio et al. 2002; Robbins et al. 2004; Sandler 2000; Schmitz et al. 2010).”
Predictors of Student Commitment at Two-Year and Four-Year Institutions (2004, background): “Included in these definitions are the student's overall impression, satisfaction, sense of belonging, and perception of quality, match with, and attraction to a particular institution (Bean, 1990; Braxton et al., 2000; Nora & Cabrera, 1993; Sandler, 2000; Tinto, 1987; Volkwein, Valle, Blose, & Zhou,”
Retention, persistence and success in on‐campus higher education, and their enhancement in open and distance learning (2004, methodology): “Some researchers have tried overtly to bridge theoretical divides: for example, Cabrera et al. (1992) fused the Tinto model with that of Bean and Metzner, and Sandler (2000) extended this fused model in order to take better account of the circumstances of older students.”
Academic Probation as a Dangerous Opportunity: Factors Influencing Diverse College Students' Success (2006, background): “Community college students generally have greater family responsibilities (Cohen & Brawer, 2002 ); more personal issues such as childcare needs, and are strained financially (Sandler, 2000 ); and have family problems that may also affect their career development process while in college (Hagedorn ”