Career decision-making self-efficacy, perceived stress, and an integrated model of student persistence: A structural model of finances, attitudes, behavior, and career development

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 ad dition of three variables: career decision-making self-efficacy (CDMSE), pe rceived stress and financial difficulty. The study examined the persistence of students (N = 937) 24 years of age or older studying in two-year and fo ur-year degree programs, by combining data from a survey questionnaire and institutional records. Twenty-three variables were included, twelve endogen ous variables and eleven exogenous variables, within a nonrecursive structu ral equation model. The exogenous variables controlled for the background c haracteristics of the population of adult students examined. Of the twelve endogenous variables of a new integrated model of student persistence, CDMS E, a career development construct related to the perceived Vocational futur es and career-related tasks of adult students has the widest range of influ ence among the endogenous variables.