Relating identity processing styles and self-efficacy to academic achievement in first-year university students.
dc.contributor.author | Leader, Samantha | |
dc.date.accessioned | 2012-03-08T09:50:30Z | |
dc.date.available | 2012-03-08T09:50:30Z | |
dc.date.issued | 2012-03-08 | |
dc.description.abstract | The 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.uri | http://hdl.handle.net/10539/11404 | |
dc.language.iso | en | en_US |
dc.subject | Identity | en_US |
dc.subject | Identity processing styles | en_US |
dc.subject | Academic achievement | en_US |
dc.subject | Self-efficacy | en_US |
dc.title | Relating identity processing styles and self-efficacy to academic achievement in first-year university students. | en_US |
dc.type | Thesis | en_US |
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