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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.
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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

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