An Evaluation of Factors Influencing the Academic Self-concept, Self-esteem and Academic Stress for Direct and Re-entry Students in Higher Education

By F. Michie, M. Glachan, Diane Bray. 2001

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Earning and learning: how term‐time employment impacts on students' adjustment to university life (2005, background): “These might include aspects of personality such as general optimism/pessimism, perceived control, self-esteem or self-efficacy (Calderon et al., 2001; Michie et al., 2001).”
Stress among higher education students: towards a research agenda (2008, background): “A second significant group of studies has focused on psychology students (Michie et al. 2001; Gadzella et al. 1998; McCarthy étal. 2001; Hughes 2005).”
Stress and the higher education student: a critical review of the literature (2006, background): “However, students have not been viewed as a priority in stress-related research (Michie et al., 2001).”
The impact of academic self‐concept, expectations and the choice of learning strategy on academic achievement: the case of business students (2009, background): “Students that portray high levels of academic self‐concept show an intrinsic motivation to participate in higher education (Michie, Glachan, & Bray, 2001 ) and engage in deeper approaches to learning (Biggs, 1985 ).”
Understanding academic confidence (2006, background): “…another British study showed that students whose reason to participate in education was for cognitive interest had positive academic self-concepts (Michie et al., 2001), a point supported by House (2000), who found that self-confidence was significantly correlated to the number of hours…”