Academic Resourcefulness, Coping Strategies and Doubting in University Undergraduates

Autor/in	Xuereb, Sharon
Titel	Academic Resourcefulness, Coping Strategies and Doubting in University Undergraduates
Quelle	In: Journal of Further and Higher Education, 39 (2015) 2, S.205-222 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0309-877X
DOI	10.1080/0309877X.2013.817004
Schlagwörter	Coping; Undergraduate Students; Student Adjustment; Psychology; Questionnaires; Student Attitudes; Predictor Variables; Correlation; Psychological Patterns; Withdrawal (Education); Stress Variables; Academic Persistence; Foreign Countries; United Kingdom + Suchen Sie Ihr Suchwort? Bewältigung; Student; Students; Adjustment; Schüler; Schülerin; Studentin; Adaptation; Psychologie; Fragebogen; Schülerverhalten; Prädiktor; Korrelation; Kursabbruch; Ausland; Großbritannien
Abstract	This study hypothesised that academic resourcefulness and coping strategies would predict doubting amongst university undergraduates. Doubting refers to the serious consideration of prematurely withdrawing from university. It was predicted that mature students would report higher levels of academic resourcefulness and adaptive coping strategies, and lower levels of maladaptive coping responses, than traditional students. Regarding year of study, it was predicted that first years would express more doubting. To explore the relationship between student-type and frequency of doubting, 176 psychology students completed a questionnaire. Academic resourcefulness was the only (negative) predictor of doubting. Mature students scored higher on academic resourcefulness and adaptive coping strategies, and lower on maladaptive coping strategies. First-year students were less likely to doubt than chance would predict. No significant difference in doubting status was found between mature and traditional students. The findings are discussed in terms of support from which students in higher education could benefit. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01