The relationship between self-esteem and self-efficacy among distance learning students in Accounting Information Systems online classes

Bressler, Linda A.; Bressler, Mark E.

doi:10.1504/ijil.2007.012382

Cited by 11 publications

(6 citation statements)

References 25 publications

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“…University students have to operate in a complex mix of physical, psychosocial and socio-cultural environments with different degrees of challenges (L. A. Bressler & M. E. Bressler, 2007;Khan, Saleem & Shahid, 2012;O. H. Ezeh, C. Z. Ezeh, & Okey, 2016).…”

Section: Background To the Studymentioning

confidence: 99%

“…The inconsistency in the relationship between stress and academic performance seems to indicate that this relationship may be mediated by intrinsic and extrinsic stress risk factors (L. A. Bressler & M. E. Bressler, 2007;Khan, Saleem, & Shahid, 2012;Thawabieh & Qaisy, 2012). The intrinsic factors include age (Monteiro, Bolagun, & Oratile, 2014), gender (Chen, Wong, Ran & Gilson, 2009;Dughters, Gorka, Matuslewicz & Anderson, 2013).)…”

Section: Background To the Studymentioning

confidence: 99%

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The Relationship Between Levels of Stress and Academic Performance Among University of Nairobi Students

Oketch-Oboth¹,

Okunya²

2018

IJLD

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The study investigated the relationship between stress and academic performance among government-sponsored undergraduate students from the University of Nairobi in Kenya. The mediating roles of the students’ age, gender, locus of control, level and course of study in the relationship between stress and academic performance were also examined. The sample consisted of 319 male and 265 female students selected using stratified random sampling techniques, from all the six colleges of the university. The study was carried using a cross-sectional survey design involving levels one to five of the academic programs. Data was collected using questionnaires that measured stress and locus of control. Academic performance was assessed from the students’ academic transcripts. Both descriptive and inferential statistics were used for data analyses. Two-way and three-way chi- square statistics were used to test the statistical significance of the hypothesis.. The analyses were done using the Statistical Package for Social Sciences (SPSS) computer program. Regression analysis was conducted to find out how the confounding variables contributed to the relationship between stress and academic performance. Results showed that most of the students (64.4%) reported that they experienced between moderate to high levels of stress while just over a third (35.6%) reported low stress levels. The relationship between stress and academic performance was statistically significant (χ2=9.49, N=584, df=4, p=0.048). The relationship between stress level and academic performance was significant within 19 to 22 years, 23 to 26 years, males, females, College of Humanities and Social Sciences, College of Agriculture and Veterinary Sciences, levels one and four of study, internal locus of control, and external locus of control. Regression analysis showed that the higher the stress level, the poorer is the academic performance. However, only course/college appears to have statistically significant effect on the relationship between stress and academic performance. The cofounding effect on the stress and academic performance is complex and needs further investigation. The findings indicate the need for relevant authorities to institute programs that will lower the experience and effects of stress among university students. Further research is recommended to investigate the areas where the results were not significant.

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Section: Background To the Studymentioning

confidence: 99%

Section: Background To the Studymentioning

confidence: 99%

The Relationship Between Levels of Stress and Academic Performance Among University of Nairobi Students

Oketch-Oboth¹,

Okunya²

2018

IJLD

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“…Although an optimal level of stress increases the ability to learn, too much stress can lead to problems for physical and mental health (5-7) and decrease of self-confidence (8,9).…”

Section: Introductionmentioning

confidence: 99%

Stress Induction and Visual Working Memory Performance: The Effects of Emotional and Non-Emotional Stimuli

Khayyer¹,

Nejati²,

Fathabadi³

2017

Biotech Health Sci

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“…In other words, if one is not clear on his or her role within the group, then seeking help may seem like a moot point. In Bressler and Bressler (2007), some online groups always created a group 'charter'. For instance, this charter identifies individual group members' roles and expectations.…”

Section: Discussionmentioning

confidence: 99%

Help seeking in online collaborative groupwork: a multilevel analysis

Fan

2014

Technology, Pedagogy and Education

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This study examined predictive models for students' help seeking in the context of online collaborative groupwork. Results from multilevel analysis revealed that most of the variance in help seeking was at the individual student level, and multiple variables at the individual level were predictive of help-seeking behaviour. Help seeking was positively related to group role identity and handling groupwork challenges. In addition, full-time and older students were less likely to seek help in online groupwork. Meanwhile, help seeking was negatively related to the number of previous online courses taken. At the group level, 'peer-oriented reasons' was a statistically significant predictor for help seeking. The major results were discussed in relation to the previous research findings in this area, and in the general context of online collaborative groupwork in e-learning. a Responses were 1 (strongly disagree), 2 (disagree), 3 (agree) and 4 (strongly agree). b Responses were 1 (strongly disagree), 2 (disagree), 3 (neither agree nor agree), 4 (agree) and 5 (strongly agree). c Responses were 1 (don't like it at all), 2 (don't like it some), 3 (neither like it nor dislike it), 4 (like it some) and 5 (like it very much). d Responses were 1 (very boring), 2 (boring), 3 (neither boring nor interesting), 4 (interesting) and 5 (very interesting). e Responses were 1 (never), 2 (rarely), 3 (sometimes), 4 (often) and 5 (routinely). f Responses ranged from 1 (not at all true of me) to 7 (very true of me). 326J. Du et al. Downloaded by [Stockholm University Library] at 16:17 23 August 2015

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The relationship between self-esteem and self-efficacy among distance learning students in Accounting Information Systems online classes

Cited by 11 publications

References 25 publications

The Relationship Between Levels of Stress and Academic Performance Among University of Nairobi Students

The Relationship Between Levels of Stress and Academic Performance Among University of Nairobi Students

Stress Induction and Visual Working Memory Performance: The Effects of Emotional and Non-Emotional Stimuli

Help seeking in online collaborative groupwork: a multilevel analysis

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