Academic Overload, Self-Efficacy and Perceived Social Support as Predictors of Academic Adjustment among First Year University Students

Autor/in	Kamel, Omaima Mustafa
Titel	Academic Overload, Self-Efficacy and Perceived Social Support as Predictors of Academic Adjustment among First Year University Students
Quelle	7 (2018) 1, S.86-93 (8 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Self Efficacy; Predictor Variables; College Freshmen; Student Adjustment; Correlation; Social Support Groups; Academic Achievement; Questionnaires; Individual Development; Multiple Regression Analysis; Student Surveys; Student Attitudes; Foreign Countries; Statistical Analysis; Egypt (Cairo) + Suchen Sie Ihr Suchwort? Self-efficacy; Selbstwirksamkeit; Prädiktor; Studienanfänger; Student; Students; Adjustment; Schüler; Schülerin; Studentin; Adaptation; Korrelation; Social support; Soziale Unterstützung; Schulleistung; Fragebogen; Individuelle Entwicklung; Schülerbefragung; Schülerverhalten; Ausland; Statistische Analyse
Abstract	The purpose of this study was two-fold: to investigate whether there are correlation between and among academic overload, self-efficacy and perceived social support as predictors of academic adjustment among first year university students and to investigate the relative contribution of among academic overload, self-efficacy and perceived social support to academic adjustment among first year university students. The study employed the descriptive survey method to describe academic overload, self-efficacy and perceived social support as predictors of academic adjustment among first year university students. The sample of the study comprised of 178 (120 females. 58 males, Mean age = 18.2 years , SD = 0.82) students attending Faculty of Specific Education in Cairo University for the academic year 2017/2018. The study utilized questionnaires and instruments to measure psychosocial variables such as Academic overload, self-efficacy perceived social support, and academic adjustment. The correlation coefficient results revealed significant negative relationship between academic adjustment and Academic overload (r = -0.333), while the correlation coefficients were positive for self-efficacy (r = 0.404) and perceived social support (r = 0.391). Multiple regression was performed where relative contribution of the independent variables to the prediction were observed. Findings are discussed and implication of findings are included. (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01