Academic Performance in Student Service Members/Veterans: Effects of Instructor Autonomy Support, Academic Self-Efficacy and Academic Problems

Autor/inn/en	Eakman, Aaron M.; Kinney, Adam R.; Schierl, Michelle L.; Henry, Kimberly L.
Titel	Academic Performance in Student Service Members/Veterans: Effects of Instructor Autonomy Support, Academic Self-Efficacy and Academic Problems
Quelle	In: Educational Psychology, 39 (2019) 8, S.1005-1026 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Eakman, Aaron M.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0144-3410
DOI	10.1080/01443410.2019.1605048
Schlagwörter	Academic Achievement; Military Personnel; Self Efficacy; Grade Point Average; Correlation; Veterans; Personal Autonomy; Teacher Student Relationship; College Students; College Faculty; Health; Depression (Psychology); Posttraumatic Stress Disorder; Brain; Head Injuries; Low Achievement; Prediction; Resilience (Psychology); Measures (Individuals); Universities; Social Support Groups; Age Differences; Student Attitudes; Colorado + Suchen Sie Ihr Suchwort? Schulleistung; Self-efficacy; Selbstwirksamkeit; Korrelation; Kriegsteilnehmer; Veteran; Individuelle Autonomie; Teacher student relationships; Lehrer-Schüler-Beziehung; Collegestudent; Fakultät; Gesundheit; Gehirn; Kopfverletzung; Unterdurchschnittliche Leistung; Vorhersage; Messdaten; University; Universität; Social support; Soziale Unterstützung; Age; Difference; Age difference; Altersunterschied; Schülerverhalten
Abstract	This study examined relationships between instructor autonomy support, academic self-efficacy, academic problems and academic achievement among student service members/veterans (SSM/V). Participants included veterans, active duty or National Guard/Reservists of the US military (N = 172) enrolled in a postsecondary institution. Online surveys generated responses to indicators of instructor autonomy support, academic self-efficacy, and academic problems. Grade point average (GPA) was obtained from the institution. Multiple regression models found that academic self-efficacy and academic problems independently predicted GPA. Health-related factors (e.g. depression) explained academic self-efficacy, academic problems and academic achievement. Academic self-efficacy and academic problems independently mediated the relationship between instructor autonomy support and GPA. Results indicate that greater academic self-efficacy, fewer academic problems and an autonomy-supportive education environment may promote academic achievement in SSM/V despite the presence of health-related factors such as depression, posttraumatic stress and mild traumatic brain injury. Supported education programs may further academic achievement among SSM/V. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01