Academic resourcefulness, coping strategies and doubting in university undergraduates

Abstract

This study hypothesised that academic resourcefulness and coping strategies would predict doubting amongst university undergraduates. Doubting refers to the serious consideration of prematurely withdrawing from university. It was predicted that mature students would report higher levels of academic resourcefulness and adaptive coping strategies, and lower levels of maladaptive coping responses, than traditional students. Regarding year of study, it was predicted that first years would express more doubting. To explore the relationship between student-type and frequency of doubting, 176 psychology students completed a questionnaire. Academic resourcefulness was the only (negative) predictor of doubting. Mature students scored higher on academic resourcefulness and adaptive coping strategies, and lower on maladaptive coping strategies. First-year students were less likely to doubt than chance would predict. No significant difference in doubting status was found between mature and traditional students. The findings are discussed in terms of support from which students in higher education could benefit.

What factors promote student resilience on a level 1 distance learning module?

“…This achievement can increase an individual's resilience and ability to overcome adversity to continue in their study. Xuereb (2015) explored the views of 175 psychology students and identified doubters and non-doubters. She defines doubters as those 'seriously considering terminating one's studies (i.e.…”

Factors Affecting Student Engagement: A Case Study Examining Two Cohorts of Students Attending a Post-1992 University in the United Kingdom

“…In particular we were very interested in how many of the students used phrases such as 'I can do it' in order to explain subsequent improved engagement with their studies. As Regaldo (2003) and Xuereb (2013) have explained, students who are successful gain confidence in themselves and are more likely to engage. The following data reflects this idea:…”

“…SDT has been well supported by large-scale empirical studies and it has been suggested that it is well suited to explaining the motivation surrounding student engagement (Busse, 2013;Wang & Eccles, 2013;. Moreover, and drawing further on SDT, it suggests students are more likely to be intrinsically motivated if they can develop a sense of belonging within their institution (Russell & Slater, 2011;; if feelings of autonomy can be encouraged (Russell & Slater, 2011;; and if they can develop a sense of competence within their studies (Llorens, Schaufeli, Bakker, & Salanova, 2007;Regaldo, 2003;Russell & Slater, 2011;Yorke & Knight, 2004;Xuereb, 2013;. The need for students to develop a sense of competence seems to be particularly important, with Fazey and Fazey (2001) suggesting that institutions should give their students the opportunity to increase perception of their competence at the earliest possible opportunity.…”

The Psychology of Study Success in Universities

“…However, the pressure is great, and not all changes can be realized at once and quickly (Gregory & Lodge, 2015). In the middle of efficiency and quality pressures, resources for teaching and research are limited (Xuereb, 2015). How can these resources be used in an efficient way that benefits not only the students but universities, too?…”

“…Students enter universities with high hopes and expectations (Rosenstreich, Feldman, Davidson, Maza, & Margalit, 2015), and their dreams can be fulfilled if they are given opportunities to succeed in their studies. It is important to understand that this flourishing reflects on their vitality (Jones, You, & Furlong, 2013) and well-being , and it is greatly dependent on their resources (Xuereb, 2015). It is worth remembering that student well-being means the well-being of the university and even the whole society.…”