ملخص
The study aims to explore the predictive role of general self-efficacy beliefs
on positive and negative styles of adjustment among university students.
In addition, the study examined the predictive role of some demographic
variables )gender, academic year, college, and GPA( on these adjustment
styles. The study sample consisted of 593 students )60% females( from Sultan
Qaboos University. The participants responded to general self-efficacy beliefs
scale )Radwan, 1997( and adjustment styles scale )Aldhafri, Kazem, Alzubiadi
Yousif, Albahrani, & Alkharusi, 2009(. The results showed medium level
of general self-efficacy beliefs, and both positive and negative adjustment
styles. Moreover, the hierarchal linear regression analysis demonstrated
the power of academic year and general self-efficacy beliefs in predicting
positive adjustment styles. On the other hand, negative adjustment styles were
predicted by gender, academic year, and general self-efficacy beliefs.
on positive and negative styles of adjustment among university students.
In addition, the study examined the predictive role of some demographic
variables )gender, academic year, college, and GPA( on these adjustment
styles. The study sample consisted of 593 students )60% females( from Sultan
Qaboos University. The participants responded to general self-efficacy beliefs
scale )Radwan, 1997( and adjustment styles scale )Aldhafri, Kazem, Alzubiadi
Yousif, Albahrani, & Alkharusi, 2009(. The results showed medium level
of general self-efficacy beliefs, and both positive and negative adjustment
styles. Moreover, the hierarchal linear regression analysis demonstrated
the power of academic year and general self-efficacy beliefs in predicting
positive adjustment styles. On the other hand, negative adjustment styles were
predicted by gender, academic year, and general self-efficacy beliefs.
| العنوان المترجم للمساهمة | Self-efficacy Beliefs Among University Students and its Effects on Adjustment Styles |
|---|---|
| اللغة الأصلية | Arabic |
| الصفحات (من إلى) | 251-277 |
| عدد الصفحات | 27 |
| دورية | Journal of Educational and Psychological Sciences (University of Bahrain) |
| مستوى الصوت | 22 |
| رقم الإصدار | 3 |
| حالة النشر | Published - سبتمبر 2021 |