This study examined the relationships among personal and family valuing of education, self-esteem, academic stress, and educational self-efficacy for 530 female undergraduates. Personal and family valuing of education and self-esteem were related to educational self-efficacy; academic stress was related to self-esteem and self-efficacy. No differences existed between Euro-American women and women of color, and for both groups, personal valuing of education, self-esteem, and academic stress predicted educational self-efficacy. Implications for research and practice are introduced.
|Original language||English (US)|
|Number of pages||6|
|Journal||Journal of Counseling and Development|
|State||Published - Jan 1 2005|
ASJC Scopus subject areas
- Applied Psychology