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Career Decision-Making Self-Efficacy, Perceived Stress, and an Integrated Model of Student Persistence: A Structural Model of Finances, Attitudes, Behavior, and Career Development

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Abstract

In response to the extraordinarily diverse adult student population present in college today, a new structural equation model adapted from Cabrera et al. (1993) integrated model of student retention was identified with the addition of three variables: career decision-making self-efficacy (CDMSE), perceived stress and financial difficulty. The study examined the persistence of students (N = 937) 24 years of age or older studying in two-year and four-year degree programs, by combining data from a survey questionnaire and institutional records. Twenty-three variables were included, twelve endogenous variables and eleven exogenous variables, within a nonrecursive structural equation model. The exogenous variables controlled for the background characteristics of the population of adult students examined. Of the twelve endogenous variables of a new integrated model of student persistence, CDMSE, a career development construct related to the perceived vocational futures and career-related tasks of adult students has the widest range of influence among the endogenous variables.

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  1. The Real Estate Institute, Real Estate Degree Programs, New York University, School of Continuing and Professional Studies, 11 West 42nd Street, Room 509, New York, NY, 10036-8083

    Martin E. Sandler

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Sandler, M.E. Career Decision-Making Self-Efficacy, Perceived Stress, and an Integrated Model of Student Persistence: A Structural Model of Finances, Attitudes, Behavior, and Career Development. Research in Higher Education 41, 537–580 (2000). https://doi.org/10.1023/A:1007032525530

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