A correlation matrix was created for the difference between the data before and after participation in STIC. Research instruments included four questionnaires: Academic self-efficacy questionnaire, self-reporting emotional intelligence questionnaire, stress appraisal coping questionnaire, and demographic questionnaire. The research population included 132 students whose admissions scores ranged between -10% to +10% from the minimum score required by the Departments of Science and of Humanities and Social Sciences. The study examined the conditions required for success with academic tasks according to the following variables: academic self-efficacy, emotional intelligence abilities, and coping with stress. The students participated in the STIC (Short-Term Intensive discipline Courses) program also called “learning marathons”, offered in their compulsory subjects in preparation for final exams. STIC Program, Higher Education Attrition, Academic Self-Efficacy, Emotional Intelligence Abilities, Coping with StressĪBSTRACT: The current study examines the academic self-efficacy of students at risk for attrition in higher education in the north of Israel. New York: Academic Press.Įffect of Short-Term Intervention Program on Academic Self-Efficacy in Higher EducationĪUTHORS: Ofra Walter, Vered Shenaar-Golan, Zeevik Greenberg Darwin and Facial Expression: A Century of Research in Review.
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