Academic Stress and Health Changes in Female College Students

Lesko, Wayne A.; Summerfield, Liane M.

doi:10.1080/00970050.1989.10616086

Cited by 10 publications

(8 citation statements)

References 7 publications

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“…For example, Lesko and Summerfield (1989) found a significant positive correlation between the incidence of illness and the number of exams and assignments. Similarly, Aldwin and Greenberger (1987) found that perceived academic stress was related to anxiety and depression in college students.…”

Section: Stress and Academic Performancementioning

confidence: 94%

“…Stress associated with academic activities has been linked to various negative outcomes, such as poor health (Greenberg, 1981;Lesko & Summerfield, 1989), depression (Aldwin & Greenberger, 1987), and poor academic performance (Clark & Rieker, 1986;Linn & Zeppa, 1984). For example, Lesko and Summerfield (1989) found a significant positive correlation between the incidence of illness and the number of exams and assignments.…”

Section: Stress and Academic Performancementioning

confidence: 98%

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Learned Resourcefulness Moderates the Relationship Between Academic Stress and Academic Performance

Akgün

Ciarrochi

2003

Educational Psychology

196

149

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People high in learned resourcefulness are purported to be better than others at controlling their negative emotions and managing stressful tasks. We hypothesised that highly resourceful students would be more effective than others at protecting themselves from the adverse effects of academic stress, and not allowing that stress to impact their grades. A sample of 141 first-year undergraduate students completed measures of academic stress and learned resourcefulness. Their first-year grade point averages were obtained from university records. Analyses revealed that academic stress was negatively associated with academic performance. As expected, this negative association was moderated by learned resourcefulness. High academic stress adversely impacted the grades of low resourceful students but had no effect on high resourceful students. We discuss the implications of these findings for improving academic performance.

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Section: Stress and Academic Performancementioning

confidence: 94%

Section: Stress and Academic Performancementioning

confidence: 98%

Learned Resourcefulness Moderates the Relationship Between Academic Stress and Academic Performance

Akgün

Ciarrochi

2003

Educational Psychology

196

149

View full text Add to dashboard Cite

show abstract

“…Leaving home for the first time, examinations, writing term papers, and all other requirements of academia are experienced as immensely stressful by many students (e.g. Murphy & Archer, 1996), contributing to deteriorations in both physical and psychological health (Lesko & Summerfield, 1989;Misra & McKean, 2000). Moreover, the pressures of academia are likely to be among the most significant stressors in a student's life.…”

mentioning

confidence: 99%

“…Schafer (1996) observed that the most stressful daily hassles reported by college students were school-related, including writing term papers, taking tests, and the constant pressure of studying. For many students the end results of these stressors are elevated levels of anxiety and depression (Bouteyre, Maurel, & Bernaud, 2007), more frequent incidents of illness (Lesko & Summerfield, 1989), poorer academic performance (Struthers, Perry, & Menec, 2000), or departure from academia (Daugherty & Lane, 1999).…”

mentioning

confidence: 99%

Academic Stress and Health: Exploring the Moderating Role of Personality Hardiness

Hystad

Eid

Laberg

et al. 2009

Scandinavian Journal of Educational Research

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“…Stress associated with academic activities has been linked to various negative outcomes, including poor health (Greenberg, 1981;Lesko & Summerfield, 1989), depression (Aldwin & Greenberger, 1987), and poor academic performance (Clark & Rieker, 1986;Linn & Zeppa, 1984;Struthers, Perry, & Menec, 2000).…”

mentioning

confidence: 97%

The Reciprocal Longitudinal Relationship Between the Parent-Adolescent Relationship and Academic Stress in Korea

Kim¹,

Lee²

2013

soc behav pers

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We explored the direction of causation and the longitudinal significance of the relationship between the parent-adolescent relationship and adolescent academic stress. We analyzed responses from the Korean Youth Panel Survey (KYPS), a longitudinal survey that has taken place over 5 years. Just over 2,400 valid responses were analyzed using autoregressive cross-lagged modeling. The results revealed that the parent-adolescent relationship and academic stress experienced by students during 1 year were significant predictors of the levels of stress felt in subsequent years. The central finding in this study was that the closer the parent-adolescent relationship, the greater was the intensity of the adolescents' academic stress. We posited possible explanations for these findings in the context of Korean culture.

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Academic Stress and Health Changes in Female College Students

Cited by 10 publications

References 7 publications

Learned Resourcefulness Moderates the Relationship Between Academic Stress and Academic Performance

Learned Resourcefulness Moderates the Relationship Between Academic Stress and Academic Performance

Academic Stress and Health: Exploring the Moderating Role of Personality Hardiness

The Reciprocal Longitudinal Relationship Between the Parent-Adolescent Relationship and Academic Stress in Korea

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