Coping efficacy and perception of barriers among students
Shepard, Kevin McCrae
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In this study, 296 students from a large southeastern public university were compared on measures of career decision self-efficacy, perceptions of barriers, and perceptions of coping efficacy. Of particular interest was the career and academic development of students who were on normal academic status versus students on probation/dismissal status in a college of agricultural and environmental sciences. Results indicated that as perception of career and academic barriers increased for students, career decision self-efficacy was reported as lower. As students perceived fewer barriers and the ability to cope with barriers to career and academic goals, career decision self-efficacy was higher. There was no difference between males and females in the study on career decision self-efficacy, perception of barriers, or perception of coping skills. Regarding ethnicity, non-Caucasian students perceived more barriers to career and academic goals than did Caucasian students, but no differences were found between Caucasian and non-Caucasian students on measures of career decision self-efficacy and perceptions of coping skills. Perception of barriers, perception of coping efficacy, ethnicity, and number of hours completed toward one’s degree each contributed to the prediction of career decision self-efficacy. Academic counseling efforts toward primary prevention and early intervention with students who struggle with academic difficulties may be facilitated through attention to students’ career decision self-efficacy, perception of barriers, and perception of coping efficacy.