Building self-efficacy without letting stress knock it down: Stress and academic self-efficacy of university students

Hitches, Elizabeth; Woodcock, Stuart; Ehrich, John

doi:10.1016/j.ijedro.2022.100124

Cited by 28 publications

(19 citation statements)

References 41 publications

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“…Por otro lado, los resultados de Hitches et al (2022) difieren de los obtenidos en el presente estudio, para la realización del análisis el estudio contó con 305 estudiantes, de los cuales el 32,1% se encontraba en el inicio de la carrera, el 33,8% en la mitad, el 34,1% en la etapa final de la carrera. A través de las pruebas estadísticas realizadas se determinó que el semestre no tenía efecto sobre el nivel de estrés percibido, sin embargo, se observó que los estudiantes que se encontraban en un nivel superior de estudio tenían menores niveles de estrés.…”

Section: Discussionunclassified

“…Por lo tanto los individuos que no tienen confianza en sus habilidades perciben las situaciones complicadas como una amenaza presentando un mayor nivel de estrés (Alfaro Vasquez et al, 2022). Hitches et al (2022) realizó una investigación en estudiantes de educación superior de Australia, quienes que se forman como docentes, los resultados obtenidos reflejaron que aquellos sujetos que iniciaban la carrera y correspondían al sexo mujer, eran quienes presentaban un mayor nivel de estrés, por otro lado los hombres y estudiantes con mayor edad tenían un nivel alto de autoeficacia académica. Del mismo en un estudio realizado por Shehadeh et al (2020) se examinó el estrés académico y la autoeficacia académica como variables que ayudan a predecir la satisfacción académica, se trabajó a partir de una muestra de 117 estudiantes de enfermería, el nivel moderado de estrés fue el de mayor prevalencia y además no repercutió sobre los niveles de autoeficacia.…”

Section: Introductionunclassified

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Autoeficacia y estrés académico en estudiantes universitarios

Manobanda

Cabezas

2022

Ciencia Latina

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La educación superior supone una etapa de nuevas experiencias, de acuerdo al modo en que se afronten puede ser un desafío a superar o algo desbordante, por lo que la autoeficacia sobre las capacidades del individuo cumple un rol importante como protector ante el estrés. El objetivo del estudio fue determinar la relación entre la autoeficacia académica y el estrés académico en estudiantes universitarios. El estudio se abordó mediante un diseño no experimental, enfoque cuantitativo de tipo descriptivo-correlacional y de corte transversal. Participaron 239 estudiantes con edades entre 18 y 26 años, repartidos en ocho semestres y seleccionados por muestreo no probabilístico por conveniencia. Se aplicó el Inventario de expectativas de autoeficacia académica (IEAA) y el Inventario Sistémico Cognoscitivista para el estudio del estrés académico en su segunda versión de 21 ítems. Los resultados establecieron que no existe correlación entre la autoeficacia académica y el estrés académico (Rho=-0.011, p>0.05). Se determinó un nivel medio de autoeficacia académica estando presente en el 69.9% de la población de estudio y un nivel de estrés académico moderado correspondiente al 76.6 %. Las medias de puntuación de estrés académico en estudiantes de semestres iniciales (64.4) no fue significativamente distinta en los semestres finales (62.0).

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Section: Discussionunclassified

Section: Introductionunclassified

Autoeficacia y estrés académico en estudiantes universitarios

Manobanda

Cabezas

2022

Ciencia Latina

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“…a rating of 10 means that he/she agrees with this negative self-view, whereas a rating of 0 refers to the opposite, showing a positive self-concept to finish his/her STEM degrees. Previous scholars have used an 11-point Likert scale to measure these issues (Nicolaidou and Philippou, 2003;Mohd Dzin and Lay, 2021;Hitches et al, 2022) whereas other researchers state that the reliability of scales increases with the number of points used (Scherpenzeel and Saris, 1995;Scherpenzeel, 2002).…”

Section: Measurementioning

confidence: 99%

I am done with this! Women dropping out of engineering majors

et al. 2022

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Women are still underrepresented in STEM careers (Science, Technology, Engineering, and Mathematics). One of the possible drivers behind this gender gap in the labour market is the female dropout from STEM education. The causes of the gender differences in the persistence of pursuing STEM studies have been explained by multiple factors related to interest and resolution in this type of career. The goal of the present research is to study the Engineering persistence gender gap in higher education by exploring the main factors underlying the leakage in the pipeline of Engineering fields. Our study reports the results of 34 qualitative in-depth interviews where internal barriers, stereotypes and external obstacles are assessed by women who have left their university degrees, compared with men who have withdrawn and women who have persisted. Results from the content analysis suggest that the undermining of persistence in Engineering fields is related to factors such as the chilly and hostile environment in classes or the workload from an excessively demanding curriculum. Other factors affecting women’s withdrawal are the lack of role models and the perceived incongruity between the female gender role and STEM roles in society, leading to a weakening of female students’ self-efficacy and eroding their sense of belongingness, even making them consider dropping out of their Engineering degree. These findings provide information for the design of future STEM interventions aimed to enhance women’s persistence in STEM university studies.

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“…Of course, many factors determine the situation, such as the inability of students to study properly because of stress, fear, interruptions due to the threat of air strikes, lack of stable Internet, and other reasons (Bharati, 2022;Surzykiewicz et al, 2022). According to experts, the students' selfefficacy is a factor in overcoming stress and expanding the opportunity to teach (Hitches et al, 2022). Overcoming the severe stress of students is a common goal of teachers and universities (Hossain et al, 2021).…”

Section: Introductionmentioning

confidence: 99%

Application of information technologies in the educational process of higher educational institutions under the martial law

2022

JETT

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The aim is to study the features of the use of information technology for the education of students (n=184) with different social and living conditions under martial law. Methods: questionnaire survey, mathematical methods of statistics. Results. The choice of technical means and information technology for education under martial law depends on the social and living conditions of students. The frequency of using applications that allow teaching and learning has no statistically significant differences between students who have different social and living conditions. Education with the use of information technology under martial law allows students to continue their studies, to be confident at least in education. At the same time, students' anxiety still remains an influential factor in assessing the use of technology. According to the results of one-factor analysis, the frequency of use of information technology for education does not affect the attitude of students to the use of technology in education under martial law. Prospects. Further research on the use of information technology for students with strong signs of stress and its consequences, the direct consequences of war, and other factors.

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Building self-efficacy without letting stress knock it down: Stress and academic self-efficacy of university students

Cited by 28 publications

References 41 publications

Autoeficacia y estrés académico en estudiantes universitarios

Autoeficacia y estrés académico en estudiantes universitarios

I am done with this! Women dropping out of engineering majors

Application of information technologies in the educational process of higher educational institutions under the martial law

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