The Impact of Korean College Students’ Drinking Behavior and Academic Self-efficacy on Academic Achievement by Gender: Academic Negligent Behavior as a Mediator

2015 ◽  
Vol 16 (2) ◽  
pp. 263-288 ◽  
Author(s):  
전재은 ◽  
김희연 ◽  
신윤정
Keyword(s):  
College Students ◽  
Academic Achievement ◽  
Self Efficacy ◽  
Drinking Behavior ◽  
Korean College Students ◽  
The Impact ◽  
Academic Self Efficacy

scholarly journals College Students’ Academic Achievement: Exploring the Role of Hope and Academic Self-Efficacy

2021 ◽  
Vol 8 (1) ◽  
pp. 4-23
Author(s):  
Esther C. Penzar ◽  
Munyi Shea ◽  
Cher N. Edwards
Keyword(s):  
College Students ◽  
Academic Achievement ◽  
Self Efficacy ◽  
Specific Domain ◽  
College Going ◽  
Significant Difference ◽  
First Generation College ◽  
Trait Hope ◽  
And Gender ◽  
Academic Self Efficacy

In the present study, the relationships among trait hope, academic self-efficacy, and academic achievement (self-reported GPA) were examined among college students. Demographic differences were analyzed based on college-going status, ethnicity, and gender. First-generation college-going students (FGCS) reported significantly lower levels of hope, academic self-efficacy, and academic achievement when compared to non-FGCS. Male students reported significantly lower academic self-efficacy compared to female students. There was no statistically significant difference between non-White and White students. Overall, academic self-efficacy was a stronger predictor of achievement than hope. Between the two subscales of trait hope, agency was more strongly correlated with academic achievement than pathways. Furthermore, a mediation analysis indicated that academic self-efficacy fully accounted for the relationship between agency and academic achievement, which suggests that perceived capacity and agency to perform tasks in a specific domain may be more strongly associated with academic achievement than a general sense of hope and motivation.

Drinking Behavior and Drinking Refusal Self-Efficacy in Korean College Students

2014 ◽  
Vol 115 (3) ◽  
pp. 872-883 ◽  
Author(s):  
Hwajung Oh ◽  
Youngho Kim
Keyword(s):  
College Students ◽  
Sex Differences ◽  
Self Efficacy ◽  
Drinking Behavior ◽  
Korean Students ◽  
Convenience Sample ◽  
Drinking Habit ◽  
Korean College Students ◽  
University Setting

The prevalence of drinking behavior and sex differences were examined. A possible relationship between drinking behavior and drinking refusal self-efficacy (DRSE) also was investigated among a convenience sample of 582 Korean college students (309 men, 273 women). A drinking habit scale (from AUDIT–K) and drinking refusal self-efficacy questionnaire (DRSEQ–R) were administered. Results indicated 74.4% of the students drank alcohol and 80.1% of the students were regular drinkers (> 2 to 4 times per month). There were significant differences in drinking behavior by sex and in the DRSE constructs for current drinking statuses. Drinking behavior was significantly associated with sex and DRSE. The present study offers more information about practical interventions aimed at reasonably controlling the drinking behavior of Korean college students in a university setting. The findings may provide better understanding of Korean students' drinking behavior.

Online and Academic Procrastination in Students With Learning Disabilities: The Impact of Academic Stress and Self-Efficacy

2021 ◽  
pp. 003329412098811
Author(s):  
Zehava Niazov ◽  
Meirav Hen ◽  
Joseph R. Ferrari
Keyword(s):  
Higher Education ◽  
College Students ◽  
Learning Disabilities ◽  
Self Efficacy ◽  
Academic Stress ◽  
Students With Learning Disabilities ◽  
Steady Growth ◽  
Students With Ld ◽  
The Impact ◽  
Academic Self Efficacy

The steady growth in the number of college students with learning disabilities (LD) increases the need to investigate their unique characteristics and behaviors in academia. The present study examined the differences in academic and online procrastination, academic stress, and academic self-efficacy between college students with and without LD. In addition, the relationship between these variables was examined. It was assumed that the difficulties experienced by college students with LD would lead them to increased levels of academic stress, and academic and online procrastination. The results showed significant differences in the levels of all variables except online procrastination between students with (n = 77) and without (n = 98) LD. Further analysis indicated that academic stress and academic self-efficacy mediated the link between LD and academic and online procrastination. These findings support the notion that during higher education, students with LD experience more difficulties than students without LD, which at times will lead them to increased levels of procrastination. However, further studies are needed to understand the nature of online procrastination in students with LD in higher education.

Sign in / Sign up

Export Citation Format

Share Document