ACADEMIC STRESS AND ACADEMIC SELF-EFFICACY OF FIRST YEAR PRE-SERVICE TEACHERS

 

Sheila N. Matoti1, Motshidisi A. Lekhu2

1Central University of Technology, Free State, Email: smatoti@cut.ac.za

2Central University of Technology, Free State, Email: mlekhu@cut.ac.za

 

Abstract

The study measured the relationship between academic stress and academic self-efficacy associated with first year pre-service teachers at one university in South Africa, during the first term of their academic year. The sample consisted of 96 participants: 41 males and 55 females. A questionnaire comprising two subscales measuring academic stress and academic self-efficacy was used to collect quantitative data.  The two subscales measured 27 identical tasks categorized into four domains, namely, learning demands in class, interaction with fellow students and lecturers at university; managing work, parents and relatives; and academic performance outside of class. The study found average to low level of academic stress, moderate to high level of perceived academic self-efficacy and negative correlation between academic self-efficacy and academic stress. The findings of this study suggest academic self-efficacy play an insignificant role in coping with academic stress.

Keywords: academic stress, academic self-efficacy, pre-service teachers

 


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CITATION: Abstracts & Proceedings of SOCIOINT 2019- 6th International Conference on Education, Social Sciences and Humanities, 24-26 June 2019- İstanbul, TURKEY

ISBN: 978-605-82433-6-1