Influence of Academic Stress, Career Identity and Self Efficacy on Adjustment to College life among Nursing Students

2020 ◽  
Vol 20 (6) ◽  
pp. 1267-1284
Author(s):  
Mi Young Kim ◽  
ji soo Jung ◽  
Changeui Yang
Keyword(s):  
Nursing Students ◽  
Self Efficacy ◽  
Academic Stress ◽  
Career Identity ◽  
College Life ◽  
Adjustment To College

scholarly journals Effects of a Rational Emotive Behavior Therapy Counseling Program on Self-efficacy and Adjustment to College Life for Nursing Freshmen

2018 ◽  
Vol 24 (4) ◽  
pp. 443-452
Author(s):  
Kyunghyun Lee ◽  
Myungah Kim
Keyword(s):  
Nursing Students ◽  
Behavior Therapy ◽  
Self Efficacy ◽  
Rational Emotive Behavior Therapy ◽  
Control Group ◽  
Emotive Behavior ◽  
Counseling Program ◽  
College Life ◽  
Adjustment To College ◽  
Experimental Group

Purpose: This purpose of this study was to examine the effects of a rational emotive behavior therapy (REBT) counseling program on self-efficacy and adjustment to college life for nursing freshmen. Methods: This study used a nonequivalent control pretest-posttest quasi-experimental design. Thirty-eight new nursing students were randomly assigned to either an experimental group (n=18) or a control group (n=20) recruited from a four-year nursing college. An REBT counseling program was composed of 8 group sessions of orientation, understanding the theory of REBT, finding irrational beliefs, internalizing rational beliefs, and closing over a duration of 5 weeks. The duration of each session was 90 minutes. Self-efficacy and adjustment to school life were measured by the Sherer's Self-Efficacy Scale and Baker & Siryk's Student Adjustment to College before and after the REBT counseling program. Data were analyzed using t-tests and paired t-tests. Results: The experimental group showed a significant improvement in self-efficacy compared to the control group. There was no significant change in college life adjustment between the experimental and control groups. Conclusion: An REBT counseling program could be applied as an effective program in enhancing self-efficacy resulting in positive and goal-oriented behavior for new nursing students in college.

scholarly journals Academic Stress and Self-Efficacy as Predictors of Academic Satisfaction among Nursing Students

2020 ◽  
Vol 14 (1) ◽  
pp. 92-99
Author(s):  
Jumana Shehadeh ◽  
Ayman M. Hamdan-Mansour ◽  
Suhaila N. Halasa ◽  
Manar H. Bani Hani ◽  
Manar M. Nabolsi ◽  
...  
Keyword(s):  
Nursing Students ◽  
Self Efficacy ◽  
Negative Relationship ◽  
Academic Stress ◽  
Moderate Level ◽  
Self Report ◽  
Convenience Sample ◽  
Grade Point ◽  
Academic Satisfaction ◽  
Academic Self Efficacy

Background: number of factors contribute to psychological disturbances among university students. Most important, such psychological factors may influence their academic satisfaction that associates with their performance. Purpose: To examine prediction power of academic stress and academic self-efficacy on academic satisfaction among nursing students. Methods: A convenience sample of 117 nursing students recruited from two nursing programs in Jordan; one private and one governmental. Self-report format was used to collect data from students regarding academic stress, academic self-efficacy, and academic satisfaction. Results: Nursing students had moderate level of academic self-efficacy, high level of academic stress, and low to moderate level of satisfaction about curriculum and faculty performance. Positive relationship found between students Grade Point Average and academic stress and self-efficacy, while there was negative relationship with academic satisfaction (p < .05). None of the demographic variables had was a significant predictor of academic satisfaction (p > .05). regression showed that self-efficacy, interaction, explained 36% of academic satisfaction about faculties. Conclusion: Academic self-efficacy anxiety among nursing students found to contribute to their academic satisfaction. Therefore, academics and psychological counselors at academic institutions need to give more attention to the psychosocial interaction and enhance mentoring and counseling skills to their students.

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