Role of Self-Efficacy, Stress, Social Integration, and Family Support in Latino College Student Persistence and Health.

By J. Torres, V. Solberg. 2001

415 citations recorded by the source corpus.

Subfields: Education, General Health Professions, Sociology and Political Science

View Paper: https://www.semanticscholar.org/paper/fe136b44b998aa13cc3ef53d22b82201f3826491

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Citations in the corpus

Undergraduate Latina/o Students (2015, neutral): “…linking measures of students’ academic self-confidence or self-efficacy to course failure, grades, persistence decisions, and degree completion (Bordes-Edgar, Arredondo, Robinson-Kurpius, & Rund, 2011; Cole, 2008; Massey et al., 2003; Rodriguez, 1996; Strange, 1999; J. B. Torres & Solberg, 2000).”
The Influence of Racism-Related Stress on the Academic Motivation of Black and Latino/a Students (2010, methodology): “” The Index of Race Related Stress-B has also been revised into a generic form to assess the experiences of a multiracial population by Utsey and associates (2002) that was used for this study.”
The Effect of Communication Skills and Interpersonal Problem Solving Skills on Social Self-Efficacy. (2013, background): “…issues because it suggests that an increase in social self-efficacy can increase levels of self-esteem and reduce levels of anxiety and loneliness (Akkapulu, 2005; Dekovic & Meeus, 1997; Fırıncıoğlu, 2005; Karahan, Sardoğan, Özkamalı, & Menteş, 2006; Payne & Jahoda, 2004; Torres & Solberg, 2001).”
Measuring the Academic Self-Efficacy of First-year Accounting Students (2014, background): “Research has also shown that students with high levels of academic self-efficacy are more likely to interact with faculty and participate in social activities, which increases their sense of connectedness to their environment (Gore, Leuwerke and Turley, 2006; Torres and Solberg, 2001).”
An Interpretative Phenomenological Analysis of Stress and Coping in First Year Undergraduates. (2013, background): “Research indicates that self-efficacy is an important positive psychological strength for academic achievement (Multon et al., 1991; Zimmerman & Bandura, 1994), coping with stress (Karademas & Kalantzi-Azizi, 2004; Torres & Solberg, 2001), and for adjusting to university (Chemers et al., 2001).”
Self-Efficacy, Stress, and Academic Success in College (2005, background): “In a number of studies, self-efficacy and stress among college students have been consistently shown to have moderate to strong negative correlations (Gigliotti and Huff, 1995; Hackett et al., 1992; Solberg, Hale, Villarreal, and Kavanagh, 1993; Solberg and Villarreal, 1997; Torres and Solberg, 2001”
An Examination of Academic Nonpersistence Decisions of Latino Undergraduates (2005, background): “Also, Torres and Solberg (2001) found that support of family had an indirect effect for Latina/o students, a relationship that may have similarly occurred in this study as social support from family was related to perception of the university environment, which, in turn, was predictive of academic…”
Transition from high school to university: a person-centered approach to academic achievement (2016, background): “…variables such as mastery goal orientation, intrinsic motivation, selfregulated learning, effort ratings, emotional competences, social integration, intention to persist, and deep-processing study strategies (Adeyemo 2007; Bong and Skaalvik 2003; Fenollar et al. 2007; Torres and Solberg 2001).”
What matters in college for retaining aspiring scientists and engineers from underrepresented racial groups (2014, background): “Likewise, the presence of family support and guidance from facultymentors are associatedwith the development of greater academic self-efficacy and success in the sciences for Latino students (Anaya & Cole, 2001; Cole & Espinoza, 2008; Torres & Solberg, 2001).”
Hearing their voices: Factors doctoral candidates attribute to their persistence (2012, background): “Wao and Onwuegbuzie (2011) discussed the importance of economic integration, that is, the “degree to which student’s financial needs are met while pursuing the doctorate” (p.”
Desafíos y Bendiciones (2012, background): “Given the intensity of familial interactions and socialized relationships, family has been evidenced to influence the motivation of Latina/o students to pursue higher education (Arellano & Padilla, 1996; Torres & Solberg, 2001).”
Student Persistence in Community Colleges (2012, background): “Among the psychosocial variables, goals and self-efficacy are considered to be important predictors of student persistence for community college students (Mohammadi, 1994 ; Torres & Solberg, 2001 ).”
Predicting achievement, distress, and retention among lower-income Latino youth (2008, background): “…as one’s confidence to successfully execute or perform a specific school-related activities, research has consistently found that higher levels of self-efficacy are associated with higher levels of achievement (Chemers, Hu, & Garcia, 2001; Multon, Brown, & Lent, 1991; Torres & Solberg, 2001).”