Journal article
Investigating the Relationship between University Students’ Psychological Flexibility and College Self-Efficacy
Journal of college student retention : Research, theory & practice, Vol.22(2), pp.351-372
01/09/2018
Handle:
https://hdl.handle.net/2376/124314
PMID: 33867862
Abstract
For many, college is a period of transition, marked with acute stress, threats to success, and decreases in self-efficacy. For certain groups of students, the risk of these poor outcomes is elevated. In this study, 348 students from a large residential university in the western United States were surveyed to understand the role of psychological flexibility and inflexibility on self-efficacy and the potential moderating impact of year in college and underrepresented racial minority (URM) status. Results indicated that students who are psychologically flexible reported greater college self-efficacy, whereas students who are psychologically inflexible reported lower college self-efficacy. The impact of psychological inflexibility on self-efficacy was moderated by URM status and year in school; psychological inflexibility had a stronger impact on URM students’ self-efficacy than non-minority students, and psychological inflexibility had a greater effect on college students starting college as opposed to students who had been enrolled for multiple years.
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Details
- Title
- Investigating the Relationship between University Students’ Psychological Flexibility and College Self-Efficacy
- Creators
- Jaimie R. Jeffords - Washington State UniversityBenjamin L. Bayly - Washington State UniversityMatthew F. Bumpus - Washington State UniversityLaura G. Hill - Washington State University
- Publication Details
- Journal of college student retention : Research, theory & practice, Vol.22(2), pp.351-372
- Academic Unit
- Human Development, Department of
- Identifiers
- 99900871412401842
- Language
- English
- Resource Type
- Journal article