| Summary: | Rates of psychological distress in students pursuing postsecondary studies are increasing. This problem is present in Quebec’s cegeps (Gosselin et Ducharme, 2017), and is mostly studied from a clinical perspective with the goal of providing specialized services to students (Baik et al., 2019). This article poses the following question: What can teachers do to develop self-efficacy in students and decrease their stress level? Better knowledge about teaching practices that are likely to develop students’ self-efficacy to succeed in their studies could provide some answers to this question. This study, based on a quantitative and exploratory approach, focuses on links between teaching practices in college, self-efficacy to succeed in one’s study, stress and participants’ sociodemographic data (n = 355). The following results are discussed: 1) relations between sociodemographic data (gender, age, program) and perceived teaching practices, 2) relations between four types of teaching practices and self-efficacy to succeed in one’s studies, 3) negative relation between self-efficacy to succeed in one’s study and stress, 4) relations between stress and teachers’ use of fear appeals and participants’ gender and 5) indirect effect of self-efficacy on efficacy appeals and stress, and positive relations and stress.
|
|---|