This study investigated relationships among and between psychological hardiness, coping style, and burnout in 101 female hospital nurses. The third generation (50-item) hardiness scale, scored by the revised scoring procedure, was used to measure hardiness and its components. The Maslach Burnout Inventory was used as the measurement for burnout. Coping style was assessed by the COPE Inventory. The components of hardiness, commitment, control, and challenge, were hypothesized to be negative predictors of emotional exhaustion and depersonalization and positive predictors of personal accomplishment. In addition, hardiness and its components were postulated to be positively related to adaptive coping styles and negatively related to maladaptive coping styles. Emotional exhaustion and depersonalization were thought to be related positively to maladaptive coping styles and negatively related to adaptive coping styles. Personal accomplishment was thought to be positively related to adaptive coping style and negatively related to maladaptive coping style. Simple and multiple regressions were used.

Proprietary colleges are uniquely different from two or four year colleges due to the emphasis on the student establishing a definite career path prior to enrollment. Because of this career track emphasis, Bandura's (1977) postulation that self-efficacy is a significant variable influencing task completion may offer insight into the challenge of student retention at a proprietary college. The study's purpose was to determine if career self-efficacy, demographic factors, and academic preparedness measures in first quarter students could predict student persistence, class attendance, and academic performance. The statistical technique of multinomial logistic regression was applied to data files of 725 first quarter students who attended The Art Institute of Dallas from Summer 1996 through Winter 1997. The predictor variables included a measure of career self-efficacy, ASSET scores (American College Testing Program, 1994), ethnicity, age, gender, full-time/part-time attendance, high school grade point average, parents' educational level, socioeconomic status, and developmental course placement. Criterion variables were completion, class attendance, and cumulative grade point average.