Relating identity processing styles and self-efficacy to academic achievement in first-year university students.

dc.contributor.authorLeader, Samantha
dc.date.accessioned2012-03-08T09:50:30Z
dc.date.available2012-03-08T09:50:30Z
dc.date.issued2012-03-08
dc.description.abstractThe purpose of the current study was to investigate the relationship between identity processing styles and self-efficacy to academic achievement in first-year university students. The sample included one hundred and twenty-seven first-year university students (n=127). Non-probability purposive sampling was used to select the participants on the basis of their status as first-year university students. Participants completed a Demographic Questionnaire, Identity Style Inventory Revised (ISI3) and General Self-Efficacy Scale (GSE). The research findings indicated a non-significant relationship between the normative and diffuse-avoidant identity processing styles to academic achievement. However, a significant relationship was found between the informational identity processing style and academic achievement. More specifically, a weak, negative correlation between the informational identity processing style and academic achievement was noted. With regard to General Self-Efficacy, a significant relationship between identity processing styles and General Self-Efficacy was indicated. With reference to previous research studies, the results of the current research study are discussed.en_US
dc.identifier.urihttp://hdl.handle.net/10539/11404
dc.language.isoenen_US
dc.subjectIdentityen_US
dc.subjectIdentity processing stylesen_US
dc.subjectAcademic achievementen_US
dc.subjectSelf-efficacyen_US
dc.titleRelating identity processing styles and self-efficacy to academic achievement in first-year university students.en_US
dc.typeThesisen_US
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