大学進学動機とポジティブな自己信念が大学生活におけるストレス対処に及ぼす影響

Abstract

The present study investigates the effects of motives for continuing education at a university and the positive self-belief on coping with five stressful events (future course, scholastic achievement, human relations, money, and health) in student life. One hundred and twenty-one graduate and undergraduate students participated in the study in which a questionnaire method was used. Motives for continuing education at a university were divided by a factor analysis into 1) advice from family, teachers and peers, 2) psycho-social moratorium, and 3) improvement of abilities. It was found that positive self-belief has a single factor structure. A structural equation modeling applied to the complete data suggests that passive motives ("advice from family, teachers and peers" and "psycho-social moratorium") are negatively correlated with positive self-belief while active motives (improvement of abilities) are positively correlated with positive self-belief, which in turn has a positive correlation with positive coping with stressful events. The most important suggestion is that the motives for continuing education at a university does not directly affect coping processes with stressful events in student life. This shows that some positive self-beliefs intervene.