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Anxiety, Preconceived Negative Perceptions, and Self-Efficacy: Impact on Adult Learners' Performance in Introductory Accounting Courses

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Title: Anxiety, Preconceived Negative Perceptions, and Self-Efficacy: Impact on Adult Learners' Performance in Introductory Accounting Courses
Language: English
Authors: Judith M. Bowser
Source: ProQuest LLC. 2021D.B.A. Dissertation, Saint Leo University.
Availability: ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
Peer Reviewed: N
Page Count: 167
Publication Date: 2021
Document Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Adult Education
Higher Education
Postsecondary Education
Descriptors: Anxiety, Student Attitudes, Self Efficacy, Academic Achievement, Introductory Courses, Accounting, Teaching Styles, Employees, Catholic Schools, Religious Colleges, Liberal Arts, Adult Learning, Negative Attitudes, College Students
Geographic Terms: Florida
Assessment and Survey Identifiers: Principles of Adult Learning Scale
Abstract: This quantitative study investigated the independent variables--anxiety, preconceived negative feelings, and self-efficacy--as predictors of the dependent variable, specifically, the performance of adult learners enrolled in introductory accounting courses. These results were further explored to decide whether perceived teaching style moderated the relationship between the independent variables and the dependent variable. The sample selection included (a) 800 workers employed throughout the United States in the accountant and auditor sector and (b) 4,238 adult learners enrolled at a Catholic, Florida-based liberal arts university. The bootstrapping technique was employed to increase the sample size. Data was collected from respondents through survey research. The instruments used in this study included Malgwi's 2011 Accounting Anxiety Rating Scale (AARS), Mladenovic's 2000 Initial Perception of Accounting Questionnaire, Clow's 1987 Adapted Principles of Adult Learning Scale, and Byrne, Flood, & Griffin's 2014 Academic Self-Efficacy of Accounting Students Scale. This study resulted in the following findings: (1) a statistically significant predictive relationship existed between the dependent variable and the independent variables and (2) perceived teaching style significantly moderated the relationship between the independent variables and the dependent variable. Recommendations include investigating the construct of anxiety from the standpoint of demographic influences, considering a qualitative or a mixed methods research approach, and researching the performance differences between on ground and online adult learners regarding the same variables researched in this study. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
Abstractor: As Provided
Entry Date: 2025
Access URL: https://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:28492157
Accession Number: ED665948
Database: ERIC
FullText Text:
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  Data: This quantitative study investigated the independent variables--anxiety, preconceived negative feelings, and self-efficacy--as predictors of the dependent variable, specifically, the performance of adult learners enrolled in introductory accounting courses. These results were further explored to decide whether perceived teaching style moderated the relationship between the independent variables and the dependent variable. The sample selection included (a) 800 workers employed throughout the United States in the accountant and auditor sector and (b) 4,238 adult learners enrolled at a Catholic, Florida-based liberal arts university. The bootstrapping technique was employed to increase the sample size. Data was collected from respondents through survey research. The instruments used in this study included Malgwi's 2011 Accounting Anxiety Rating Scale (AARS), Mladenovic's 2000 Initial Perception of Accounting Questionnaire, Clow's 1987 Adapted Principles of Adult Learning Scale, and Byrne, Flood, & Griffin's 2014 Academic Self-Efficacy of Accounting Students Scale. This study resulted in the following findings: (1) a statistically significant predictive relationship existed between the dependent variable and the independent variables and (2) perceived teaching style significantly moderated the relationship between the independent variables and the dependent variable. Recommendations include investigating the construct of anxiety from the standpoint of demographic influences, considering a qualitative or a mixed methods research approach, and researching the performance differences between on ground and online adult learners regarding the same variables researched in this study. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
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      – Text: English
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      Pagination:
        PageCount: 167
    Subjects:
      – SubjectFull: Anxiety
        Type: general
      – SubjectFull: Student Attitudes
        Type: general
      – SubjectFull: Self Efficacy
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      – SubjectFull: Academic Achievement
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      – SubjectFull: Employees
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      – SubjectFull: Catholic Schools
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      – SubjectFull: Religious Colleges
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      – SubjectFull: Liberal Arts
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      – SubjectFull: Adult Learning
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      – SubjectFull: Negative Attitudes
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      – SubjectFull: College Students
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      – SubjectFull: Florida
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      – SubjectFull: Principles of Adult Learning Scale
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      – TitleFull: Anxiety, Preconceived Negative Perceptions, and Self-Efficacy: Impact on Adult Learners' Performance in Introductory Accounting Courses
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