Academic resourcefulness, coping strategies and doubting in university undergraduates

Xuereb, Sharon (2015). Academic resourcefulness, coping strategies and doubting in university undergraduates. Journal of Further and Higher Education, 39(2) pp. 205–222.

DOI: https://doi.org/10.1080/0309877X.2013.817004

Abstract

This study hypothesised that academic resourcefulness and coping strategies would predict doubting amongst university undergraduates. Doubting refers to the serious consideration of prematurely withdrawing from university. It was predicted that mature students would report higher levels of academic resourcefulness and adaptive coping strategies, and lower levels of maladaptive coping responses, than traditional students. Regarding year of study, it was predicted that first years would express more doubting. To explore the relationship between student-type and frequency of doubting, 176 psychology students completed a questionnaire. Academic resourcefulness was the only (negative) predictor of doubting. Mature students scored higher on academic resourcefulness and adaptive coping strategies, and lower on maladaptive coping strategies. First-year students were less likely to doubt than chance would predict. No significant difference in doubting status was found between mature and traditional students. The findings are discussed in terms of support from which students in higher education could benefit.

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