An Evaluation of Factors Influencing the Academic Self-concept, Self-esteem and Academic Stress for Direct and Re-entry Students in Higher Education

Michie, Frances; Glachan, Martin; Bray, Diane

doi:10.1080/01443410120090830

Cited by 90 publications

(88 citation statements)

References 26 publications

(41 reference statements)

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“…Michie et al (2001) found that women are more likely to report larger amounts of academic stress than men, and also that women often have less confidence in their educational abilities than men. Gender differences have also been found in the effect of social comparison on academic confidence.…”

Section: Gender Differencesmentioning

confidence: 99%

Do social comparisons in academic settings relate to gender and academic self-confidence?

2018

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This paper reports the development of an Academic Social Comparison Scale (ASCS) to measure students' tendencies to socially compare themselves with other students in an educational setting. The 27-item ASCS was then measured in relation to academic self-confidence in a sample of University students, using the Individual Learning Profile (ILP) scale. The study found that making downward academic social comparisons was not very commonly reported and did not relate to academic confidence in any domain measured. Confidence in numeracy, speaking, and hard IT were, however, significantly lower in those students who tended to make more upward social comparisons. The results also showed that the less students reported that they socially compared in general, the more confident they were in reading, writing, and time management. All three subscales of the ASCS showed good reliability when tested 6-9 weeks later. The ASCS showed that female students tended to make more upward academic social comparisons and less downward academic comparisons than male students. In domains such as reading and writing people's confidence was higher if they made fewer academic social comparisons (irrespective of direction), and gender was not an important factor. Results also showed that academic confidence was neither higher nor lower in students who reported making more downwards academic comparisons. This study demonstrates the negative impact on confidence of upward social comparisons, and introduces a

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Section: Gender Differencesmentioning

confidence: 99%

Do social comparisons in academic settings relate to gender and academic self-confidence?

2018

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“…For instance, students may experience the sense of being under psychological pressure [3,6,7], with academic stress affecting self-concept [8] and self-esteem [2,8]. Although stress may not affect all university students, research shows that an arguably significant number of students report experiencing stress.…”

Section: Introductionmentioning

confidence: 99%

The Benefits of Taekwondo Training for Undergraduate Students: A Phenomenological Study

Petrovic

2017

Societies

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Abstract:The purpose of this phenomenological research was to discover whether training in the Korean martial art of Taekwondo may benefit undergraduate (UG) students in handling stress. The goal of this innovative approach to learning and stress management was to allow UG students from across disciplines at a metropolitan university achieve an increased sense of emotional balance, inner peace, and overall well-being in body, mind, and spirit. No such study has been conducted before now. This research was multidisciplinary in its inclusion of insights from the tenets of higher education, human development and psychology, nursing and sociology, as well as the art, philosophy, and sport of Taekwondo. Ten UG student participants were sought for this research study, though a total of eight students agreed to participate. The study was open to all of the UG students at this university. Phenomenology was used to identify themes that emerged regarding student participant's experience with stress. Consequently, new ideas were established about the ways in which UG students learned to use Taekwondo training to overcome stress, thereby improving upon and maintaining health and well-being in body, mind, and spirit.

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“…However, they are not always addressing the needs of all ''different'' types of students. 5 More students are attending college as re-entry students, those who are over the age of 22, and with a gap in their education. Such students are particularly prone to a lack of confidence as learners and underestimate their own ability, but often counter this with a higher degree of motivation for learning.…”

Section: Introductionmentioning

confidence: 99%

“…Re-entry students appear to have special needs that must be addressed for them to make the transition from ''citizenin-the-world'' to student. 5 The most significant indicators of educational stress are a reduction in academic performance, 6,7 increased alcohol consumption, smoking, and an increased tendency to think about suicide. 8 Spegman and Herrin found chiropractic student's depression and stress rates to be similar to the general population (25%-30%), but that the students had a diverse range of strategies for coping.…”

Section: Introductionmentioning

confidence: 99%

“…Such students are particularly prone to a lack of confidence as learners and underestimate their own ability, but often counter this with a higher degree of motivation for learning. 5 Many of them are ''juggling'' their time between higher education, work, and family, all of which require attention to the exclusion of the other. Re-entry students appear to have special needs that must be addressed for them to make the transition from ''citizenin-the-world'' to student.…”

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Stress in chiropractic education: a student survey of a five-year course

Hester¹,

Cunliffe²,

Hunnisett³

2013

Journal of Chiropractic Education

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Objective: Stress encompasses academic issues, such as time management, increased work load, and new subject matter, but cannot be separated from stressors, such as social adjustment and financial pressure. Our study investigated whether perceived level of academic or practical attainment and the method of study were associated with the amount of perceived stress during students'' studies. Methods: A semi-structured self-administered questionnaire was piloted and distributed to 134 students at a chiropractic college at the end of a lecture. Results: The survey had a response rate of 81%. Students in their fourth year consistently reported the highest perceived levels of stress, with 81% feeling that their ability to study was affected by their financial situation and 56% felt overwhelmed at their ability to cope with their college workload. All year groups were stressed during their course of studies, but the stressor varies depending on the year of study.Conclusions: Year 4 consistently demonstrated the highest levels of stress. All students, regardless of year group, experienced varying degrees of stress while studying and the central stressor changed depending on the time position within the course.

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An Evaluation of Factors Influencing the Academic Self-concept, Self-esteem and Academic Stress for Direct and Re-entry Students in Higher Education

Cited by 90 publications

References 26 publications

Do social comparisons in academic settings relate to gender and academic self-confidence?

Do social comparisons in academic settings relate to gender and academic self-confidence?

The Benefits of Taekwondo Training for Undergraduate Students: A Phenomenological Study

Stress in chiropractic education: a student survey of a five-year course

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