Psychopathology and college grades.

Abstract

Blouin, 1998), which was scored according to the criteria of the revised, 3rd edition of the Diagnostic and Statistical Manual of Mental Disorders (DSM-IIl-R; American Psychiatric Association, 1987), were administered to 412 university students. After statistical adjustment for academic potential reflected in college admission test scores was made, semester grades were found to be weakly associated with overall levels of DSM-III-R-ie.Tva.eA psychopathology, but not with BDI-defined depression. Substance use disorders were associated with lower semester grade-point averages, whereas anxiety disorders were associated with increased grades. Results suggest psychopadiology has a varied and weak association with academic performance. More dynamic models are required to capture the complex interplay between academic success and emotional and behavioral maladjustment.

The Optimum Level of Well-Being: Can People Be Too Happy?

“…Emotions likely evolved to solve specific problems that humans faced in their lives (Damasio, 1994;Darwin, 1872;Frijda, 1988;Schwarz, 1990). For example, fear helps people avoid danger (Mowrer, 1939) and prepare for stressful situations (Janis, 1968), anxiety can motivate people to work harder and to perform better (Norem & Cantor, 1986;Svanum & Zody, 2001), and guilt and shame can motivate people to avoid moral transgressions (Baumeister, Stillwell, & Heatherton, 1994). Indeed, although negative affect is unpleasant and often avoided, individuals who experience an absence of negative affect often suffer negative consequences.…”

The Mental Health Needs of Today's College Students: Challenges and Recommendations

“…Four types of disorders-Anxiety, Mood Disorders, Substance Abuse, and Conduct Disorder-were all "significant predictors of failure" (Kessler et al, 1995, p. 1,029). Svanum and Zody (2001) also found that substance abuse disorders were most strongly associated with lower academic performance GPA. Although retention theory has traditionally emphasized the importance of academic and social adjustment as key factors in persistence, personal adjustment and mental health factors should not be overlooked.…”

Perfeccionismo y desempeño académico en estudiantes universitarios de la ciudad autónoma de Buenos Aires.

“…Sin embargo, dicha asociación podría no ser tan lineal a la luz de ciertos hallazgos. Svanum & Zody (2001), por ejemplo, revelaron que estudiantes con algún tipo de trastorno de ansiedad presentaron promedios académicos realmente elevados. Una fuerte necesidad de control, esperable en este perfil de estudiantes, podría incidir de manera positiva en su desempeño académico, aunque a costa de un gran malestar.…”