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

Leader, Samantha

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