Academic Self-Efficacy, Coping, and Academic Performance in College
Document Type
Oral Presentation
Campus where you would like to present
SURC Ballroom A
Start Date
17-5-2012
End Date
17-5-2012
Abstract
This study is proposing to find a relationship in the college academic setting between academic self-efficacy, stress coping skills, and academic performance. The hypothesis is that students who have high academic self-efficacy and effective stress coping skills achieve at high levels, in college. This study is being in done in hopes of having a better understanding of what makes a student successful in college. Participants will be Central Washington University undergraduate students, 18 years of age or older. The expected primary age group of the participants is 18-25 years of age, with approximately equal numbers of males and females, and some ethnic diversity. However, gender, ethnicity, and age are not contributing factors to the study. Participants will complete the study online, and may receive extra credit for a psychology course that they are enrolled in. There is no limit to the number of participants that can participate in the study. Stress coping skills will be measured using the COPE Inventory (Carver, Scheier, & Weintraub, 1989). Academic self-efficacy will be measured using the Academic Self-Efficacy Scale (Chemers, Hu, & Garcia, 2001). Academic performance will be measured using the participants’ high school GPA, college GPA, and either SAT or ACT score. Additionally, demographic questions will be asked as well. Data is currently in the process of being collected, therefore, results are currently absent. However, results are anticipated to be available before the date of SOURCE.
Recommended Citation
Khan, Mehjabeen, "Academic Self-Efficacy, Coping, and Academic Performance in College" (2012). Symposium Of University Research and Creative Expression (SOURCE). 73.
https://digitalcommons.cwu.edu/source/2012/posters/73
Poster Number
22
Additional Mentoring Department
Psychology
Academic Self-Efficacy, Coping, and Academic Performance in College
SURC Ballroom A
This study is proposing to find a relationship in the college academic setting between academic self-efficacy, stress coping skills, and academic performance. The hypothesis is that students who have high academic self-efficacy and effective stress coping skills achieve at high levels, in college. This study is being in done in hopes of having a better understanding of what makes a student successful in college. Participants will be Central Washington University undergraduate students, 18 years of age or older. The expected primary age group of the participants is 18-25 years of age, with approximately equal numbers of males and females, and some ethnic diversity. However, gender, ethnicity, and age are not contributing factors to the study. Participants will complete the study online, and may receive extra credit for a psychology course that they are enrolled in. There is no limit to the number of participants that can participate in the study. Stress coping skills will be measured using the COPE Inventory (Carver, Scheier, & Weintraub, 1989). Academic self-efficacy will be measured using the Academic Self-Efficacy Scale (Chemers, Hu, & Garcia, 2001). Academic performance will be measured using the participants’ high school GPA, college GPA, and either SAT or ACT score. Additionally, demographic questions will be asked as well. Data is currently in the process of being collected, therefore, results are currently absent. However, results are anticipated to be available before the date of SOURCE.
Faculty Mentor(s)
Heath Marrs