The Effects of Self-Identity on College Students' Stress and Academic Persistence

• In Event: Poster Session 1
  In Poster Session: Section 2: College Student Access, Success, and Outcomes Poster Session 2

Abstract

Difficulty adjusting to college during the first two years leads to early withdrawal. Mixed method data was gathered in a one-step procedure using Qualtrics. A total of 41 students between 18-23 years of age were recruited from a southwestern four-year university. Analyses indicated that self-identity was negatively associated with college stress r = -0.50, p < .01, and positively associated with academic persistence r = 0.42, p < .001. Through content analyses methods, six themes transpired in students who simultaneously reported low levels of academic persistence and identity: (1) financial strain, (2) lack of confidence to succeed in school, (3) concerns about future success, (4) confusion of declaring a major, (5) difficulty balancing academic and personal life, (6) health concerns.

Authors

• Ana L. Fonseca, The University of Arizona

• Tony Ye, The University of Arizona