Hostname: page-component-cd9895bd7-dk4vv Total loading time: 0 Render date: 2024-12-28T12:42:53.092Z Has data issue: false hasContentIssue false
  • English
  • Français

Stress Associated With the Transition From High School to University: The Effect of Social Support and Self-Efficacy

Published online by Cambridge University Press:  23 February 2012

Gemma Wilson  and
Robyn M. Gillies
Gemma Wilson
Affiliation:
The University of Queensland, Australia.
Robyn M. Gillies*
Affiliation:
The University of Queensland, Australia. r.gillies@uq.edu.au
*
*Address for correspondence: Assoc. Prof. Robyn Gillies, School of Education, The University of Queensland, St Lucia 4072, Australia.
Get access

Abstract

The present study aimed to evaluate the role of social support and self-efficacy on the level of stress associated with the transition from high school to university. One hundred and eight-five university students who had completed high school in the previous year completed a three-part questionnaire designed to gather information on their levels of self-efficacy, social support, and stress associated with their transition. The results showed that self-efficacy was a significant predictor of stress associated with the transition to university in that higher levels of self-efficacy were associated with lower levels of stress while social support was a non-significant predictor of stress.

Type
Articles
Information
Journal of Psychologists and Counsellors in Schools , Volume 15 , Issue 1 , July 2005 , pp. 77 - 92
Copyright
Copyright © Cambridge University Press 2005

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)