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

Autor/inn/en	Kirikkanat, Berke; Soyer, Makbule Kali
Titel	A Path Analysis Model Pertinent to Undergraduates' Academic Success: Examining Academic Confidence, Psychological Capital and Academic Coping Factors
Quelle	In: European Journal of Educational Research, 7 (2018) 1, S.133-150 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2165-8714
Schlagwörter	Path Analysis; Undergraduate Students; Academic Achievement; Self Esteem; Psychological Characteristics; Coping; Foreign Countries; Predictor Variables; Structural Equation Models; Statistical Analysis; Regression (Statistics); Turkey (Istanbul) + Suchen Sie Ihr Suchwort? Pfadanalyse; Schulleistung; Self-esteem; Selbstaufmerksamkeit; Bewältigung; Ausland; Prädiktor; Statistische Analyse; Regression; Regressionsanalyse
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 variable--academic coping. Academic coping also had 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. (As Provided).
Anmerkungen	Eurasian Society of Educational Research Association. Ataturk District 70.Str. No:15 Gaziantep, Turkey 27260. Tel: +90-342-2116792; Fax: +90-342-2116677; e-mail: editor@eu-jer.com; Web site: http://www.eu-jer.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01