An Examination of the Relationship Among Academic Stress,Coping, Motivation,and Performance in College

Empirical evidence suggests that a domain-specific coping style may play an important role in the way students manage stressful academic events and perform at college. The purpose of this research was to examine the extent to which college students' academic coping style and motivation mediate their academic stress and performance. A structural equation analysis showed that the relationship between college students' academic stress and course grade was influenced by problem-focused coping and motivation but not emotion-focused coping. As expected, greater academic stress covaried with lower course grades; however, students who engaged in problem-focused coping were more likely to be motivated and perform better than students who engaged in emotion-focused coping. Strategies for promoting more effective coping in college students are discussed.     

信息类高校大学生心理应激源及应对方式研究

为了探讨信息类高校大学生心理应激源特点及常用应对方式,从而为高校心理健康教育工作提供依据,采用大学生心理应激源及应对方式问卷对某信息类高校400名大学生进行调查。结果显示:前程压力是信息类高校大学生面临的最大的心理应激源;大学生在前程压力、学习压力、社交人际压力、自主独立压力上年级差异显著,大三学生压力最大;大学生在应激状态下习惯采用的应对方式依次为:解决问题、幻想、自责、合理化、退避。高应激组倾向于采用消极的应对方式。进而得出结论:信息类高校要指导大学生采用积极的应对方式,顺利度过应激状态。     

Effects of motivation,academic stress and age in predicting self-directed learning readiness (SDLR): Focused on online college students

The purpose of this study is to determine whether the self-directed learning readiness (SDLR) among online students might be significantly predicted by motivation, academic stress, and age. To complete the purpose of this study, the Pearson correlation and multiple-regression are analyzed. The participants for this study are college students who are taking online counseling classes at one online university in Korea. A total of 186 students responded to the web-survey questionnaire. The Pearson correlation is used to examine whether there are significant correlations among motivation, academic stress, age, and SDLR. Results show that motivation and academic stress have an influence on the level of SDLR. However, there is no significant relationship between age and SDLR. Also, the multiple-regression is used to analyze any influence on three predictors (motivation, academic stress, and age) in predicting SDLR. As a result, motivation and academic stress turn out as significant predictors which are influential in predicting the level of SDLR. However, the variable of the age among online college students is not influential in predicting the level of SDLR. Lastly, suggestions and implications are discussed for future study.     

INFLUENCE OF PERCEIVED CONTROL OVER TIME ON COLLEGE STUDENTS' STRESS AND STRESS-RELATED OUTCOMES

Assertions that time management results in less stress, healthier employees, and more effective organizations have received little empirical examination. This study investigates the influence of perceived time management (operationalized as perceived control over time) as a stress coping strategy among college students. Also, the influence of perceived time management on valued student outcomes such as academic performance, problem-solving ability, and health are also investigated. Results from a sample of 164 college students found low levels of stress and high levels of academic performance, problem-solving ability, and health for students that perceived high levels of perceived control over time compared to students who perceived low control over time. Discussion of the study findings, implications, and direction for future research is presented.     

Sources of academic stress: the case of first year Jewish and Arab college students in Israel

This study examined socioculturel and gender group differences in perceptions of major sources of academic stress in first year college students, in addition to the relationship between reported academic stress and college achievement. Data were collected via a self-administered student stress inventory given to a sample of 184 Jewish and 209 Arab college undergraduates studying in a major Israel university. They evaluated the personal stressfulness of each of 53 potential sources of academic stress along a 6-point Likert-type scale covering a wide range of potential academic Stressors (academic curriculum and course requirements, course evaluation procedures, college instruction, social milieu and cultural factors on campus, college administration and bureaucracy, physical conditions and accommodations, economic factors, organismic and interpersonal factors, student expectations, daily hassles and constraints). Arab, lower-status, and female students were hypothesized and found to be more stressed than their respective Jewish, upper-class and male counterparts, respectively. Cultural group background was found to be the most salient background predictor of student stress, followed by social class and gender, with each exerting independent (noninteractive) effects. Although group differences were observed in mean ratings, there proved to be a strong correspondence in the hierarchy of perceived Stressors across sociocultural and gender subgroups. As a whole, students appeared to be most stressed by pressures originating from course overload and academic evaluation procedures and least stressed by a variety of personal, familial, and social factors. Furthermore, student stress and achievement factors were found to be inversely correlated, with little evidence for the contention that stress differentially debilitates the academic performance of students as a function of gender or sociocultural group membership. The findings also lend some evidence to the cross-cultural generalizability of major stressors in academia.     

Minor Hassles in Community College Student Life

Over the past several decades, academic stress—the pressures, frustrations and hassles associated with all aspects of college life—has gained increased attention in the literature. In this grant-funded study, a group of 161 students at an urban Northeastern community college took a comprehensive survey. The survey included questions about their academic stressors, their reactions to the stressors, and their coping strategies. In this survey, minor hassles emerged as the most prominent stressor experienced by these students. This paper describes the minor hassles experienced by the students, relates the findings to current and past literature on stress, and presents implications for community college administrators.     

Testing the three-way interaction effect of academic stress,academic self-efficacy,and task value on persistence in learning among Korean college students

Persistence is an important indicator of academic success in higher education. Academic stress, which influences individuals’ learning motivation and behaviors, is inevitable in college life; however, individuals handle it differently based on their expectancy and value beliefs. In this study, academic stress, academic self-efficacy, and task value were chosen as predictors of persistence in learning, and the joint relationship between them was examined. The sample comprised 483 Korean college students. A multiple regression analysis was performed. The results revealed significant main and interaction effects, including a three-way interaction effect of academic stress, academic self-efficacy, and task value on persistence in learning. Particularly, students with strong motivation were less affected by a stressful and demanding environment. Furthermore, academic stress did not appear to be an exclusively negative factor and could be a catalyst to boost persistence in some conditions. Implications of the findings for promoting persistence in learning are discussed.     

Meditative Training Improves Undergraduate Executive Functioning

The experience of attending college can be a stressful experience for many students, one that college and university counseling centers may have limited resources of time and finances to assuage. For instance, decision making may deteriorate during times of stress and result in a narrowed perceptual set. The present study sought to determine through a novel design whether meditative training could effectively address the situation. Results indicated that classroom-based meditative training improved executive functioning among college students regarding stress, cognitive flexibility, and insight. Such an approach to intervention may provide college and university counseling centers with greater opportunities to better meet student emotional and academic needs.     

Coping Self‐Efficacy and Academic Stress Among Hispanic First‐Year College Students: The Moderating Role of Emotional Intelligence

In this study, the authors examined the role that emotional intelligence plays in moderating the relationship between academic stress and coping self‐efficacy among a sample of 125 Hispanic 1st‐year college students enrolled at a medium‐size, southern Hispanic‐serving institution. Results of a 2‐stage hierarchical multiple regression analysis indicated that emotional intelligence was a significant moderator in the relationship for the students surveyed. Implications for counseling Hispanic 1st‐year college students and directions for future research are suggested.     

疫情背景下大学生创伤后应激障碍研究

对大学生进行创伤后应激障碍调查,了解其心理危机现状,是危机干预的第一步。通过对漳州地区高职院校1161名学生进行疫情一个月后创伤后应激障碍调查,为再次返校后的心理干预工作提供重要依据。调查得出结论:PTSD占全体大学生的比例为2.41%,各年级大学生存在PTSD的比例介于2%-3%之间;PTSD在不同专业大学生之间不存在差异,但是在不同性别之间存在差异,男生存在PTSD的比例高于女生;男生的症状普遍比女生的症状更严重。     

Students with learning disabilities in higher education: academic strategies profile

This study compared 191 college students with learning disabilities (LD) and 190 students without LD in four main areas: academic difficulties, learning strategies, functioning during examinations, and students' perception of factors that help or impede their academic success. Analysis of the personal data of students with and without LD revealed no significant differences between groups on grade point average, number of courses taken, and family status, but students with LD reported having more difficulties in humanities, social sciences, and foreign language than students without LD. Regarding academic strategies, students with LD devised unusual strategies and preferred additional oral explanations or visual explanations, whereas nondisabled students preferred more written examples. These differences indicated that students without LD used more written techniques than did students with LD. During examinations, the students with LD had difficulty concentrating and were concerned about lack of time. They experienced stress, were nervous, and felt more frustrated, helpless, or uncertain during examinations than students without LD. The implications for college students with LD are discussed.     

Hope as a Mediator of Loneliness and Academic Self‐efficacy Among Students With and Without Learning Disabilities during the Transition to College

The transition to college often occasions excitement as well as elevated stress for students. The latter may be especially the case for those with learning disabilities (LD), who can encounter problems both socially and academically. This study follows students both with and without LD during the first month of college to explore the relationships between LD status and two outcomes: loneliness/social distress and academic self‐efficacy. In particular, we hypothesized that hope and optimism would mediate the relationship between LD status and these outcomes. The sample consisted of 344 first‐year undergraduates at the beginning of the academic year (Time‐1) and a month later (Time‐2). Results showed that LD status predicted Time‐2 levels of academic self‐efficacy and loneliness only indirectly, demonstrating that relationships between LD and loneliness as well as between LD and academic self‐efficacy are mediated by hope.     

Academic procrastination in linking motivation and achievement-related behaviours: a perspective of expectancy-value theory

The objective of the present study was to investigate the relationships among college students’ achievement motivation (subjective task value and academic self-efficacy), academic procrastination (delay and missing deadlines) and achievement-related behaviours (effort and persistence). More specifically, the study investigated the mediating role of academic procrastination in linking college students’ achievement motivation to their effort and persistence from the perspective of the expectancy-value theory. A total of 584 college students enrolled in a large southern urban university completed a self-report survey for the study. The study suggested two possible pathways that motivate students to persist and put forth greater effort, rooting in students’ academic self-efficacy and subjective task value through their relationships with students’ academic procrastination.     

听障大学生学习适应性调查研究

为了解听力障碍大学生学习适应性的状况,随机抽取某特殊教育学院的听障大学生和健听大学生共301名进行问卷调查。结果表明听障大学生和健听大学生学习适应存在极其显著的差异。听障大学生在学习动力和专业兴趣上显著高于健听生,在学习自主、学习行为、信息利用、学业求助上非常显著低于健听生。听障大学生的学习动力存在显著年级差异,管理策略存在显著专业差异,听障大学生的学习自主、学习行为存在年级与专业的交互效应,环境选择存在年级与性别的交互效应。     

Use of Social Emotional Learning Skills to Predict Future Academic Success and Progress Toward Graduation

This study evaluated the degree to which a range of social emotional learning skills—academic self-efficacy, academic motivation, social connections, importance of school, and managing psychological and emotional distress and academic stress— could be used as an indicator of future academic outcomes. Using a sample of 4,797 from a large urban school district, we found that high school students classified as performing in the lowest 25% of their grade reported lower social emotional skills than students classified in the top 25% of academic performers by the end of the 8th grade. Two variables, perceived importance of attending college and psychological and physical stress, accounted for nearly 26% of the variance in cumulative high school GPA after controlling for 9th-grade GPA. Finally, the results indicated that a combination of 5 social emotional learning subscales effectively discriminated between students making positive progress towards high school graduation and those identified as having dropped out of or failed more than 14% of their courses.     

The Role of Generational Status,Self‐Esteem,Academic Self‐Efficacy,and Perceived Social Support in College Students' Psychological Well‐Being

This study examined the influences of generational status, self‐esteem, academic self‐efficacy, and perceived social support on 367 undergraduate college students' well‐being. Findings showed that 1st‐generation students reported significantly more somatic symptoms and lower levels of academic self‐efficacy than did non‐1st‐generation students. In addition, students' generational status was found to moderate predictive effects of perceived family support on stress. Implications for professional practices, limitations, and directions for future research are discussed.     

Effects of Academic Motivation on School Burnout in Turkish College Students

School burnout refers to psychological reactions to academic stress and loads and has been identified as a risk factor contributing to academic failure and subsequent mental health challenges. However, academic motivation, hope, and meaning in life can be potential combating factors against school burnout. This study aimed to examine the effects of academic motivation on school burnout in college students and explore mediator roles of hope and meaning in life. A path analysis was performed with the data collected from 544 Turkish college students to test the direct and indirect effects. The results showed that the direct effects from the three academic motivation variables to school burnout variables were larger than the indirect effects. Both mediators played roles in the relations between amotivation and efficacy and intrinsic motivation and efficacy. The last finding was that hope played more significant mediator roles than meaning in life. The results were discussed, along with implications for faculty, college counselors, and future studies.

     

Undergraduate Student Stress and Coping Strategies

This study of stress among 107 undergraduate students enrolled in various degree strands in a Victorian Institute of Technology reveals that major stressors are both academic and personal in nature. Students generally are more likely to use direct‐action strategies in their attempts to cope with college stress, while male students rely. more on palliative techniques compared with female students. The findings are consistent with related research in the USA and Israel, and suggest that the experience of stress for undergraduate students is not necessarily culturally specific. Further examination of the nature and extent of student stress on a longitudinal basis is recommended. Some areas that need attention are identified in the paper.