Preliminary Psychometric Data for the Academic Coping Strategies Scale

Sullivan, Jeremy R.

doi:10.1177/1534508408327609

Cited by 32 publications

(60 citation statements)

References 40 publications

(27 reference statements)

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“…This result is congruent with the theoretical ideas of Sander and Sanders (2006), Curlette et al (1993), Suls and Fletcher (1985), Luthans et al (2012) and Avey et al (2009) andSullivan (2010). Academic confidence is considered as an important determinant of one's academic coping strategies (Curlette et al, 1993;Suls & Fletcher, 1985) and academic success (Sander & Sanders, 2006).…”

Section: Discussionsupporting

confidence: 81%

“…In this way, he can consider the positive sides of their difficult experiences, leading him to believe that he can change these rough circumstances in a desirable way (Luthans et al, 2007). Therefore, one's academic coping strategies are pivotal factors of obtaining good academic performance as they let undergraduates experience emotional and academic stress less often (Steptoe & Marnot, 2003;Sullivan, 2010).…”

Section: Academic Coping Strategies Academic Successmentioning

confidence: 99%

“… The Academic Coping Strategies Scale (the ACS Scale): The ACS Scale is a scale formed by Sullivan (2010) so as to identify the coping strategies utilized by university students in academic settings. Its adapted version (Kirikkanat & Soyer, 2016) was used in the present study.…”

Section: B) the Life Orientation Test (The Lot)mentioning

confidence: 99%

“…In such a nerve-racking atmosphere, university students try to use coping strategies specific to the academic life (Struthers, Perry, & Menec, 2000). These strategies are called as academic coping strategies (Hsieh et al, 2012;Sullivan, 2010;Thien, & Razak, 2013). They are categorized into three groups: Approach, avoidance and social support coping strategies (Sullivan, 2010).…”

Section: Introductionmentioning

confidence: 99%

“…These strategies are called as academic coping strategies (Hsieh et al, 2012;Sullivan, 2010;Thien, & Razak, 2013). They are categorized into three groups: Approach, avoidance and social support coping strategies (Sullivan, 2010). In approach coping strategy, students manifest active attempts to modify the problematic situation.…”

Section: Introductionmentioning

confidence: 99%

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A Path Analysis Model Pertinent to Undergraduates’ Academic Success: Examining Academic Confidence, Psychological Capital and Academic Coping Factors

Kirikkanat¹,

Soyer²

2017

EUROPEAN J ED RES

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Abstract:The major purpose of this study was to create a path analysis model of academic success in a group of university students, which included the variables of academic confidence and psychological capital with a mediator variable -academic coping. 400 undergraduates from Marmara University and Istanbul Commerce University who were in sophomore, junior and senior years participated in the study. The Academic Behavioral Confidence Scale, the Academic Coping Strategies Scale and the Psychological Capital Test Battery composed of the Academic Self-Efficacy Scale, the Life Orientation Test, the Hope Scale and the Resilience Scale were utilized to disclose the predictive roles of these variables on academic success. The results of path analyses showed that academic confidence and psychological capital had pivotal direct and indirect effects on academic success via the mediator variableacademic coping. Academic coping had also a direct influence on academic success. The findings of the study are essential for telling both vocational counselors and educational psychologists the fact that career interventions for university students should consider the non-cognitive factors on their academic achievements.

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Section: Discussionsupporting

confidence: 81%

Section: Academic Coping Strategies Academic Successmentioning

confidence: 99%

Section: B) the Life Orientation Test (The Lot)mentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 3 more Smart Citations

A Path Analysis Model Pertinent to Undergraduates’ Academic Success: Examining Academic Confidence, Psychological Capital and Academic Coping Factors

Kirikkanat¹,

Soyer²

2017

EUROPEAN J ED RES

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The development and pilot of the university student embeddedness (USE) scale for student retention within universities: validation with an Australian student sample

2022

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A significant number of university students are leaving their institutions before completing their degrees. The present research project applied embeddedness theory, from organizational research, to understand student retention in a tertiary student population, and develop a quantitative instrument that measured university student embeddedness. In Study One, a mixed-methods approach was employed to determine whether the Fit (similarity between the student and the university), Links (count of relationships at university), and Sacrifice (losses upon leaving university) dimensions of embeddedness related to students’ self-reported reasons for remaining enrolled at their university. Qualitative results from 15 undergraduate students indicated that intent to remain could be understood within the embeddedness dimensions of Fit, Links, and Sacrifice. These themes were employed to build the University Student Embeddedness (USE) scale. The measure was examined against Rasch measurement model assumptions for each of its subscales using data collected from 299 Australian tertiary students. Study Two sought to examine exploratory evidence of the concurrent validity of the scores from this developed measure. Responses from a separate sample of 196 Australian tertiary students showed only the Fit scale significantly related to student intentions to stay at university. All USE scales correlated with academic-related skills and motivations. These results suggest that the Fit scale may be valuable in identifying students at risk of dropout. Early identification of “at risk” students may lead to the development of targeted retention interventions. However, the USE’s role in detection requires further validation and the development of consistent findings within other student cohorts.

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