Burton, Lorelle J. and Nelson, Louise (2010) The relationships between personal resources, proactive coping, personal outcomes and academic success in first year students. In: 27th International Congress of Applied Psychology, 11-16 July 2010, Melbourne, Australia.
PDF (Published Version - Abstract)
This research was designed to enhance our understanding of social and emotional variables that influence well-being and success at university. The research was undertaken in two stages. Study 1 examined the relationships between general self-efficacy, proactive attitude, proactive coping, academic achievement and self-reported adjustment. Personal outcomes were operationalised as academic success (e.g., grade point average, GPA) and a self-reported measure of adjustment to university. Study 2 added measures for optimism, instrumental and emotional support seeking, global well-being, affect, and general psychological distress. Specially, the research examined whether proactive coping mediated the relationships between personal resources and outcomes. Participants were convenience samples of students enrolled in first year psychology courses at USQ. Study 1 participants (N = 188) were recruited during Semester 2, 2008; Study 2 participants were recruited during Semester 2, 2009 (in progress). In both studies, participants completed an online survey via the Psychology Department’s secure (password protected) website. Study 1 results showed that adjustment was significantly correlated with GPA, general self-efficacy, proactive attitude, and proactive coping, respectively. GPA was significantly correlated with both proactive attitude and self-reported adjustment. Multiple regression analyses showed that adjustment is predicted by proactive attitude, general self-efficacy, and proactive coping. Both general self-efficacy and proactive coping were significant predictors of GPA. Results indicated that proactive coping partially mediated the relationship between internal resources (proactive attitude and general self-efficacy) and self-reported adjustment. Study 2 data is currently under analysis and key findings will be reported at the symposium. Study 1 demonstrated a positive relationship between adjustment, proactive attitude, general self-efficacy, and proactive coping strategies. Additionally, as expected, self-reported adjustment was related to academic success. These findings provide implications for curriculum design and delivery and for transition programs for first year students. Study 2 findings will provide further insight into the relationships between personal resources, proactive coping, and personal outcomes in commencing university students.
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|Item Type:||Conference or Workshop Item (Commonwealth Reporting Category E) (Paper)|
|Item Status:||Live Archive|
|Additional Information:||Only abstracts published in conference proceedings, as supplied here.|
|Depositing User:||Mrs Melissa Jarick|
|Faculty / Department / School:||Historic - Faculty of Sciences - Department of Psychology|
|Date Deposited:||26 Aug 2010 23:56|
|Last Modified:||24 Jun 2011 02:05|
|Uncontrolled Keywords:||social factors, emotional factors, well-being, academic performance, self-efficacy|
|Fields of Research (FOR2008):||17 Psychology and Cognitive Sciences > 1701 Psychology > 170103 Educational Psychology|
|Socio-Economic Objective (SEO2008):||E Expanding Knowledge > 97 Expanding Knowledge > 970117 Expanding Knowledge in Psychology and Cognitive Sciences|
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