Influence of generational status and financial stress on academic and career self-efficacy

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dc.contributor.advisor Perrone-McGovern, Kristin M.
dc.contributor.author Vannatter, Aarika B.
dc.date.accessioned 2012-08-01T17:52:30Z
dc.date.available 2012-08-01T17:52:30Z
dc.date.created 2012-07-21
dc.date.issued 2012-07-21
dc.identifier.uri http://cardinalscholar.bsu.edu/handle/123456789/196123
dc.description.abstract Social Cognitive Career Theory (SCCT; Lent, Brown, & Hackett, 1994) provided a theoretical framework for the present study. Students’ beliefs in their abilities to perform academic tasks (i.e., academic self-efficacy; Solberg, O’Brien, Villarreal, Kennell, & Davis, 1993) and to make career-related decisions (i.e., career decision self-efficacy; Betz & Taylor, 2001) are influential in their completion of college. College students with limited financial resources and those who do not have a family member in an older generation who graduated from college may not experience the same degree of efficacy as those students with greater financial resources or a college graduate role model in their families (Horn & Nuñez, 2000; Oliver, Rodriguez, & Mickleson, 1985; Wohlgemuth et al., 2006-2007). The present study tested two hypotheses: 1) First-generation college students will express lower levels of academic self-efficacy and career decision self-efficacy than continuing-generation college students; and 2) College students with high financial stress will express lower levels of academic self-efficacy and career decision self-efficacy than those with low financial stress. A 2 x 3 factorial multiple analysis of variance (MANOVA) was used to test the hypotheses. Significant results of the MANOVA were explored using descriptive discriminant function analysis. Three post-hoc analyses were also completed. The results revealed no significant differences on levels of academic or career decision self-efficacy based on generational status, however, differences in both forms of self-efficacy were found based on financial stress. Strengths and limitations, implications for theory and counseling, and directions for future research are discussed. Consistent with SCCT, the salient factor of financial stress has an influence on college students’ academic self-efficacy and career decision self-efficacy. Contrary to much of the past research, one’s generational status does not have an influence on these two variables. en_US
dc.description.sponsorship Department of Counseling Psychology and Guidance Services
dc.subject.lcsh College students -- Finance, Personal
dc.subject.lcsh Self-efficacy
dc.subject.lcsh First-generation college students -- Psychology
dc.subject.lcsh College students -- Psychology
dc.title Influence of generational status and financial stress on academic and career self-efficacy en_US
dc.title.alternative Generational status and financial stress
dc.description.degree Thesis (Ph. D.) en_US
dc.identifier.cardcat-url http://liblink.bsu.edu/catkey/1675704


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  • Doctoral Dissertations [3121]
    Doctoral dissertations submitted to the Graduate School by Ball State University doctoral candidates in partial fulfillment of degree requirements.

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