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    The relationship between stress, self-efficacy and procrastination in traditional and non-traditional students

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    hdip_murphy_s_2016.pdf (500.2Kb)
    Author
    Murphy, Sorcha
    Date
    2016
    Degree
    Higher Diploma in Arts in Psychology
    URI
    http://hdl.handle.net/10788/3180
    Publisher
    Dublin Business School
    Rights holder
    http://esource.dbs.ie/copyright
    Rights
    Items in Esource are protected by copyright. Previously published items are made available in accordance with the copyright policy of the publisher/copyright holder.
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    Abstract
    This study discusses the relationship between stress, self-efficacy and procrastination in traditional and non-traditional students (n=116). Participants completed the Aitken Procrastination Scale, the Perceived Stress Scale and the College Academic Self-Efficacy Scale and gave demographic information. Analyses of data were completed using independent samples t-test, one-way Analysis of Variance (ANOVA), Pearson’s product correlation and multiple regression. Significantly higher stress was reported by traditional students but non-significant differences in self-efficacy and procrastination were found. The variables were found to be significantly correlated and procrastination was found to significantly predict stress levels in students. The implications of this study are for third-level education administrators and college counselling services to direct their services to at-risk student cohorts and plan for the specific needs that arise. Author keywords: Stress, self-efficacy, procrastination, students, non-traditional students
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