Mediated Effect of Self-Efficacy Between Academic Stress and College Adjustment
Myoungjin Kwon1, Weon-Hee Moon2
1Myoungjin Kwon, Department of Nursing, Daejeon University, Daejeon, South Korea.
2Weon-Hee Moon, Department of Nursing, Pai Chai University, Daejeon, South Korea.
Manuscript received on 01 January 2019 | Revised Manuscript received on 06 January 2019 | Manuscript Published on 07 April 2019 | PP: 136-139 | Volume-8 Issue- 3C January 2019 | Retrieval Number: C10370183C19/2019©BEIESP
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© The Authors. Blue Eyes Intelligence Engineering and Sciences Publication (BEIESP). This is an open-access article under the CC-BY-NC-ND license (http://creativecommons.org/licenses/by-nc-nd/4.0/)
Abstract: Stress could cause maladjustment in individual or social life, and affect life satisfaction negatively. This study aims to investigate the mediated effect of self-efficacy between stress and school adjustment of college students in Korea. This study adapted causal research method, using stress as an independent variable and the school adjustment as the dependent variable. Self-efficacy was used as mediating variable between the previous two variables. The subjects of this study were 1,117 college students in a university located in a provincial area of Korea. For self-efficacy, the 24 question, for stress, the 50 question and for adjustment, the 30 question survey were used for 4-point Likert-type scales. There were significant correlations among academic self-efficacy, stress and adjustment (p<.001). There was a strong positive correlation (r=.592, p=.000) between school adjustment (3.18±0.44) and self-efficacy (3.11±0.45). Meanwhile, stress (1.96±0.49) were strong negative correlation with school adjustment (r=-.326, p=.000) and self-efficacy (r=-.336, p=.000). The entire results were statistically significant. As for the variables, self-efficacy (β=0.544, p=.000) and stress (β=-.143, p=.000) were influential to the college adjustment. The standardized beta value in Step 2 (β=-.326) was smaller than those in Step 3 (β=-.143). In terms of Sobel test, a mediator variable carried the influence of an independent variable to a dependent variable significantly; whether the indirect effect of the independent variable on the dependent variable through the mediator variable was significant (z=-10.629, p=.000). Also, explanation power of college adjustment, the explanation power of college adjustment itself was 11.2% (F=141.968, p＜.001) which increased to 36.87% (F=325.880, p ＜ .001) when self-efficacy was committed, indicating self-efficacy has significant influence on college adjustment. Such findings refer to the fact that a program promoting self-efficacy to improve school adjustment is suggested. With regard to the study result, self-efficacy is interpreted as a buffer effect due to the mediated effects of stress on university adaptation negatively. As a follow-up study, we propose a study to develop programs that promote self-efficacy and stress control to improve college student adaptation in their life.
Keywords: Stress, Adjustment, Self-efficacy, College Student, Mediated Effect.
Scope of the Article: Building and Environmental Acoustics