Career Decision-Making Self-Efficacy, Perceived Stress, and an Integrated Model of Student Persistence: A Structural Model of Finances, Attitudes, Behavior, and Career Development

In response to the extraordinarily diverse adult student population present in college today, a new structural equation model adapted from Cabrera et al. (1993) integrated model of student retention was identified with the addition of three variables: career decision-making self-efficacy (CDMSE), pe...

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Bibliographic Details
Published in:Research in higher education 2000-10, Vol.41 (5), p.537-580
Main Author: Sandier, Martin E.
Format: Article
Language:English
Subjects:
Academic learning
Academic Persistence
Adult education
Adult Students
Adults
Behavior Patterns
Career Choice
Career Development
Cognitive models
College Students
Decision Making
Economic models
Educational Finance
Higher Education
Job development
Nontraditional Students
School Holding Power
Self Efficacy
Social integration
Stress Variables
Student Attitudes
Student attrition
Student Motivation
Studies
Undergraduate students
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Summary:In response to the extraordinarily diverse adult student population present in college today, a new structural equation model adapted from Cabrera et al. (1993) integrated model of student retention was identified with the addition of three variables: career decision-making self-efficacy (CDMSE), perceived stress and financial difficulty. The study examined the persistence of students (N = 937) 24 years of age or older studying in two-year and four-year degree programs, by combining data from a survey questionnaire and institutional records. Twenty-three variables were included, twelve endogenous variables and eleven exogenous variables, within a nonrecursive structural equation model. The exogenous variables controlled for the background characteristics of the population of adult students examined. Of the twelve endogenous variables of a new integrated model of student persistence, CDMSE, a career development construct related to the perceived vocational futures and career-related tasks of adult students has the widest range of influence among the endogenous variables.
ISSN:0361-0365
1573-188X
DOI:10.1023/A:1007032525530