Stress Associated with the Transition from High School to University: The Effect of Social Support and Self-Efficacy

Autor/inn/en	Wilson, Gemma; Gillies, Robyn M.
Titel	Stress Associated with the Transition from High School to University: The Effect of Social Support and Self-Efficacy
Quelle	In: Australian Journal of Guidance and Counselling, 15 (2005) 1, S.77-92 (16 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1037-2911
DOI	10.1375/ajgc.15.1.77
Schlagwörter	Stress Variables; Social Support Groups; Undergraduate Students; Questionnaires; Self Efficacy; Adjustment (to Environment); Student Adjustment; Predictor Variables + Suchen Sie Ihr Suchwort? Social support; Soziale Unterstützung; Fragebogen; Self-efficacy; Selbstwirksamkeit; Student; Students; Adjustment; Schüler; Schülerin; Studentin; Adaptation; Prädiktor
Abstract	The present study aimed to evaluate the role of social support and self-efficacy on the level of stress associated with the transition from high school to university. One hundred and eight-five university students who had completed high school in the previous year completed a three-part questionnaire designed to gather information on their levels of self-efficacy, social support, and stress associated with their transition. The results showed that self-efficacy was a significant predictor of stress associated with the transition to university in that higher levels of self-efficacy were associated with lower levels of stress while social support was a non-significant predictor of stress. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01