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Research in Higher Education

, Volume 41, Issue 5, pp 537–580 | Cite as

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

  • Martin E. Sandler
Article

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.

Keywords

Structural Equation Model Integrate Model Education Research Exogenous Variable Endogenous Variable 
These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.

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Copyright information

© Human Sciences Press, Inc. 2000

Authors and Affiliations

  • Martin E. Sandler
    • 1
  1. 1.The Real Estate Institute, Real Estate Degree ProgramsNew York University, School of Continuing and Professional StudiesNew York

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