An Evaluation of Factors Influencing the Academic Self-concept, Self-esteem and Academic Stress for Direct and Re-entry Students in Higher Education
Authors: Michie F.; Glachan M.; Bray D.
Source: Educational Psychology, Volume 21, Number 4, 1 December 2001 , pp. 455-472(18)
Key:
- Free Content
- New Content
- Subscribed Content
- Free Trial Content
- Free Content
- New Content
- Subscribed Content
- Free Trial Content
Abstract:
Establishments of Higher Education (HE) are generally recruiting a more diverse student population. This research has specifically examined differences in the undergraduate student experience of direct and re-entry students. One hundred and twelve undergraduate direct and re-entry students took part in the study. A six-part questionnaire was used to investigate the impact of age, gender, past experiences of school and motivations for participating in HE on current global self-esteem, academic self-concept and academic stress. Re-entry students reported the most negative experiences of school overall and there was also evidence to suggest that females experienced more negative academic self-concept overall than males. If the reason to participate in HE was for career goals, academic stress levels were the highest. W hen the reason to participate was for cognitive interest, academic self-concept was positive and these individuals reported the most satisfaction with HE overall. Multiple regression analysis revealed a complex interrelationship of variables relating to academic self-concept, self-esteem and academic stress. These findings suggest that the different experiences of students in HE cannot be simply explained by age stratification.Language: English
Document Type: Research article
Key:
- Free Content
- New Content
- Subscribed Content
- Free Trial Content
- Free Content
- New Content
- Subscribed Content
- Free Trial Content
Click here for Page Help