Document Type

Article

Department or Administrative Unit

Psychology

Publication Date

10-8-2013

Abstract

This study serves as a pilot study for a possible future study including the same variables. The purpose of the pilot study was to find a relationship in the college academic setting between academic self-efficacy, stress coping skills, and academic performance. Sixty-six undergraduate students, 17 male and 49 female, from a university in northwestern United States participated in the study. Stress was measured using the COPE Inventory (Carver, Scheier, & Weintraub, 1989). Self-efficacy was measured using the Academic Self-Efficacy Scale (Chemers, Hu, & Garcia, 2001). Academic performance was measured using the participants’ college GPA. Academic Self-Efficacy and the Planning subscale of the COPE Inventory were positively correlated with GPA (r = .49, p < .01 and r = .32, p < .05). Academic self-efficacy was positively correlated with the COPE Inventory subscales Positive Reinterpretation and Growth (r = .36, p r = .35, p < .01), Acceptance (r = .46, p < .01), and Planning (r = .25, p < .05). Academic self-efficacy was negatively correlated with the COPE Inventory subscale Substance Use (r = -.32 at p < 0.1).

Comments

This article was originally published in International Journal of Undergraduate Research and Creative Activities. The full-text article from the publisher can be found here.

Journal

International Journal of Undergraduate Research and Creative Activities

Creative Commons License

Creative Commons Attribution 4.0 International License
This work is licensed under a Creative Commons Attribution 4.0 International License.

Download

Share

COinS