Final Psychology Report
George Cole
COL12339879
PSY020C153Y
Individual Report 1
Title
A report into finding whether there is an association with academic self-stress and self-esteem in undergraduate students.
Abstract
The background for my research came from two particular papers that I had researched and analysed to see what details I could add to my own study. The first paper was, Educational Self-Efficacy of College Women: Implications for Theory, Research, and Practice by Andrea Dixon Rayle, Patricia Arredondo and Sharon E. Robinson Kurpius. The other was, Contingencies of Self-Worth in College Students: Theory and Measurement by Jennifer Crocker and Riia K. Luhtanen and M. Lynne Cooper. The aim of the study was to examine the relationship between self-esteem and academic stress in undergraduate college students. The design of my study was a correlational design. My sample size was 177 participants, of which 51 were males and 126 were females, these all were recruited from Roehampton University. The materials used were that of a questionnaire, asking questions focused on relating to the aim. A Pearson’s Product Moment Correlation discovered a significant negative correlation between self-esteem and academic stress. Consequently, participants with high self-esteem had significantly lower levels of academic stress. The results revealed a significant negative correlation between self-esteem and academic stress.
This may have consequences for student retention initiatives, academic results, and student satisfaction.
Introduction
The background for my research came from a number of specific papers that I had researched and analysed to see what details I could add to my own study. One of paper was, Educational Self-Efficacy of College Women: Implications for Theory, Research, and Practice by Andrea Dixon Rayle, Patricia Arredondo and Sharon E. Robinson Kurpius. The other was, Contingencies of Self-Worth in College Students: Theory
COL12339879
PSY020C153Y
Individual Report 1
Title
A report into finding whether there is an association with academic self-stress and self-esteem in undergraduate students.
Abstract
The background for my research came from two particular papers that I had researched and analysed to see what details I could add to my own study. The first paper was, Educational Self-Efficacy of College Women: Implications for Theory, Research, and Practice by Andrea Dixon Rayle, Patricia Arredondo and Sharon E. Robinson Kurpius. The other was, Contingencies of Self-Worth in College Students: Theory and Measurement by Jennifer Crocker and Riia K. Luhtanen and M. Lynne Cooper. The aim of the study was to examine the relationship between self-esteem and academic stress in undergraduate college students. The design of my study was a correlational design. My sample size was 177 participants, of which 51 were males and 126 were females, these all were recruited from Roehampton University. The materials used were that of a questionnaire, asking questions focused on relating to the aim. A Pearson’s Product Moment Correlation discovered a significant negative correlation between self-esteem and academic stress. Consequently, participants with high self-esteem had significantly lower levels of academic stress. The results revealed a significant negative correlation between self-esteem and academic stress.
This may have consequences for student retention initiatives, academic results, and student satisfaction.
Introduction
The background for my research came from a number of specific papers that I had researched and analysed to see what details I could add to my own study. One of paper was, Educational Self-Efficacy of College Women: Implications for Theory, Research, and Practice by Andrea Dixon Rayle, Patricia Arredondo and Sharon E. Robinson Kurpius. The other was, Contingencies of Self-Worth in College Students: Theory