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Exploring the relationship between self-efficacy and coping amongst undergraduate students
| Content Provider | Semantic Scholar |
|---|---|
| Author | Devonport, Tracey J. Lane, Andrew M. |
| Copyright Year | 2004 |
| Abstract | This study investigates the relationship between self-efficacy and coping amongst first year sport studies students. The aims of the study are threefold. Firstly, to explore the relationship between self-efficacy and coping among first year undergraduate Sport students. Second, to investigate the influence of an intervention strategy to enhance coping skills, and thus raise self-efficacy. Thirdly, to investigate the extent to which academic self-efficacy and coping skills are associated with reduced dropout. The overarching objective is to encourage students to use effective coping strategies that bring about increased self-confidence to deliver the skills required to pass the year. Previous research has identified a link between the use of active coping strategies and self-confidence (Devonport, Lane, Milton, & Williams, 2003). Therefore, it is proposed that as students develop their use of active coping strategies (such as seeking advice and time management), there will be a resultant increase in academic self-efficacy. In order to complete an undergraduate degree a student must cope with many challenges and stressors. The learning experience of students could be enhanced by understanding the ways in which they appraise and cope with academic stressors (Dalaviras, 2001). Cognitive appraisal has been defined as ‘a process through which the person evaluates whether a particular encounter with the environment is relevant to his or her well being, and if so, in what ways’ (Folkman, Lazarus, Dunkel-Schetter, DeLongis, & Gruen, 1986, p 992). Lazarus and Folkman (1984) proposed that the cognitive appraisal of a stressor involves primary appraisal in which an individual determines the implications of a stressor for well-being, and secondary appraisal in which the capacity for minimising harm or maximising gains are considered. This involves an evaluation of coping options. Coping concerns the way in which an individual manages or regulates a person-environment or an inter-personal interaction. Recently, Devonport et al. (2003) found that active-coping efforts were associated with higher self-efficacy scores and good dissertation grades. Self-efficacy reflects a person’s realistic expectations and degree of certainty about the ability to achieve success (Anshel et al., 2001). The finding that active coping and self-efficacy appear to be predictive of each other is important because efficacy expectations are proposed to influence task selection and the effort expended in task completion. The implication of this may be that academics should encourage the appropriate selection of coping options. Doing so may enhance selfefficacy and consequently academic performance, which in turn could reduce dropout rates. |
| File Format | PDF HTM / HTML |
| Alternate Webpage(s) | https://core.ac.uk/download/pdf/1931624.pdf |
| Language | English |
| Access Restriction | Open |
| Content Type | Text |
| Resource Type | Article |
