Resilience as a Coping Strategy for Reducing Departure Intentions of Accounting Students

Autor/inn/en	Smith, Kenneth J.; Haight, Timothy D.; Emerson, David J.; Mauldin, Shawn; Wood, Bob G.
Titel	Resilience as a Coping Strategy for Reducing Departure Intentions of Accounting Students
Quelle	In: Accounting Education, 29 (2020) 1, S.77-108 (32 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0963-9284
DOI	10.1080/09639284.2019.1700140
Schlagwörter	Resilience (Psychology); Coping; Academic Persistence; School Holding Power; Dropout Prevention; Stress Variables; Burnout; Intention; College Students; Accounting; Business Administration Education; Mental Health + Suchen Sie Ihr Suchwort? Bewältigung; Burn out (Psychology); Burnout-syndrom; Burnout-Syndrom; Collegestudent; Abrechnung; Buchführung; Buchhaltung; Psychohygiene
Abstract	This study evaluates the influence of resilience as a potential coping strategy to help reduce student departure from the accounting major. We collected data from 443 accounting majors at four geographically disbursed U.S. universities using a battery of psychometric instruments. With these data, we analyzed the relations between role stressors, psychological health, burnout, and departure intentions, and assessed the extent to which individual resilience levels served as a positive influence by enhancing health, and diminishing burnout and departure intentions. We found sources of role stress to have significant negative associations with psychological health, and significant positive associations with academic burnout (direct), and departure intentions (indirect). However, resilience counteracted those associations through its direct positive association with psychological health, and direct negative association with burnout. Resilience also had a significant indirect negative association with departure intentions through its direct associations with psychological health (positive) and burnout (negative). (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01