Resilience as a coping strategy for reducing departure intentions of accounting students

Smith, Kenneth J.; Haight, Timothy; Emerson, David J.; Mauldin, Shawn; Wood, Bob G.

doi:10.1080/09639284.2019.1700140

Cited by 23 publications

(34 citation statements)

References 103 publications

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“…In the case of the association between resilience and coping strategies , the results showed that resilience is associated with a greater number of coping strategies –positive association with problem-focused strategies and negative with emotion-focused– especially in the case of perceived control, acceptance of change and perceived competence . These results expand on and refine those found in prior evidence ( 84 , 91 – 98 ), since the three behavioral factors would make the use of emotional management strategies less necessary; a higher level of self-regulation allows situations to be perceived with a lower level of stress ( 1 , 10 , 83 – 87 , 89 , 90 , 93 – 100 , 104 , 105 , 113 – 116 , 122 – 125 , 143 – 145 , 148 ). It is noteworthy that the stress tolerance factor (stress) was less related to emotion-focused strategies, which also implies a lower level of perceived stress ( 101 – 103 ).…”

Section: Discussionsupporting

confidence: 84%

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Cross-Sectional Study of Resilience, Positivity and Coping Strategies as Predictors of Engagement-Burnout in Undergraduate Students: Implications for Prevention and Treatment in Mental Well-Being

et al. 2021

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In a population of young adults, this study analyzes possible linear relations of resilience and positivity to coping strategies and engagement-burnout. The aim was to establish a model with linear, associative, and predictive relations, to identify needs and make proposals for therapeutic intervention in different student profiles. A population of 1,126 undergraduate students with different student profiles gave their informed, written consent, and completed validated questionnaires (CD-RISC Scale; Positivity; Coping Strategies of Stress; Engagement, and Burnout). An ex post-facto design involved bivariate association analyses, multiple regression and structural predictions. The results offered evidence of associations and predictive relationships between resilience factors, positivity, coping strategies and engagement-burnout. The factors of resilience and positivity had significant differential associations (positive and negative) with factors of coping strategies. Their negative relationship to burnout factors, and positive relation to engagement factors, is especially important. Results of structural analysis showed an acceptable model of relationships between variables. We conclude with practical implications for therapeutic intervention: (1) the proactive factors of resilience reflect a perception of self-efficacy and the ability to change adaptively; (2) the reactive factors of resilience are usually associated with withstanding experiences of change, uncertainty or trauma.

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Section: Discussionsupporting

confidence: 84%

“…The connection to other important variables, such as socioeconomic status and personal strengths, should also be clarified and delimited, considering their importance in current research. It would therefore be of interest to establish relationships between character strengths and resilience ( 84 , 134 – 136 ).…”

Section: Discussionmentioning

confidence: 99%

Cross-Sectional Study of Resilience, Positivity and Coping Strategies as Predictors of Engagement-Burnout in Undergraduate Students: Implications for Prevention and Treatment in Mental Well-Being

et al. 2021

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“…In other words, college students with a greater level of personal growth and self-acceptance are more flexible and willing to confront the challenges they face, being more adaptive in dealing with stressors in college and resulting in a healthier adjustment to the notable changing environments. This has been supported by a recent study demonstrating that resilience promoted health, relieved symptoms of burnout, and decreased the dropout intentions of accountancy college students (Smith et al, 2020). Mental resilience and effective stress coping styles are essential for college students to succeed in their academic studies.…”

Section: Having Purpose In Life Is Important For College Academic Permentioning

confidence: 80%

How Does the Psychological Well-being (PWB) in the First Year of College Studies Predict Community College Students’ Academic Performance in Hong Kong?

2021

Community College Journal of Research and Practice

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Research showed that the college environment threatens the mental health development of students. The community college (CC) system is unique and the development of the psychological well-being (PWB) of students studying at CCs has not been extensively studied. It is also worth answering the question that how PWB relates to CC students' academic performance. In this study, the development of the PWB of CC students in Hong Kong and its relationship with the first-year academic performance have been explored. Results indicated that CC students' PWB decreased significantly after the first year of studies. Among the six constructs in PWB, only the change of Personal Growth, Self-Acceptance, and Purpose in Life significantly predicted students' first-year Cumulative Grade Point Average (CGPA), in which Purpose in Life yielded the greatest relative importance. The Purpose in Life level at the time also mediated the relationship between students' precollege and first-year college academic performance, however, such mediation effect could only be observed in non-first-generation students. The findings of this study suggested that the mental health conditions of CC students should have gained more attention. CCs should also have put more efforts and resources to help freshmen students foster their purpose in life so that they could have better chances to achieve academic success.

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“…Resilience has relevance to anyone facing stress but has particular applicability in an academic context because students' entry into academia is an inherently emotional and stressful experience (Martin and Marsh, 2006; Ong, Bergeman, Bisconti, and Wallace, 2006). If students are unable to navigate the stressful academic environment, they are more likely to fall prey to a number of detrimental consequences, including poor academic performance and premature withdrawal from the university (Byrne, Flood, and Griffin, 2014; Murtaugh, Burns, and Schuster, 1999; Smith, Emerson, Haight, Maudlin, and Wood, 2020). Moreover, academic stress has been associated with both academic burnout and poor health, yet resilience has been shown to enhance an individual's ability to withstand exposure to stressors without negative consequences (Britt and Jex, 2015; Law, 2010; Lim, Tam, and Lee, 2013).…”

Section: Background and Hypothesis Developmentmentioning

confidence: 99%

“…For example, Guthrie et al (1998), using the identical psychological distress measure (i.e., the General Health Questionnaire‐12: GHQ‐12) and a variant of the burnout measure (i.e., the Maslach Burnout Inventory) used by GRCS, find students' psychological distress score in their first year to be a significant predictor of burnout in their final year. Moreover, Kilfedder, Power, and Wells (2001), Ogundipe, Olagunju, Lasebikan, and Coker (2014), and Smith et al (2020) find psychological distress to predict burnout in distinct academic and professional samples. The theoretical argument for this alternative placement lies in the fact that psychological distress, as measured by the GHQ‐12, is designed to measure the short‐to‐medium–term effects of stress, while burnout captures the influence of protracted exposure to stressors (Goldberg and Williams, 1988; LePine, Podsakoff, and LePine, 2005).…”

Section: Alternative Model Specificationmentioning

confidence: 99%

Resilience, Psychological Distress, and Academic Burnout among Accounting Students*

Smith

Emerson

2021

Accounting Perspectives

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This study's objective is to examine the role of resilience in the dynamic between academic burnout and psychological distress using a sample of US undergraduate accounting majors. It extends prior research—that is, García‐Izquierdo et al. (2018), who examine these relationships using a sample of Spanish nursing students. For this study, a survey instrument was concurrently administered to 443 accounting majors at four geographically dispersed universities. Two alternative models are tested. The first model positions resilience as an exogenous predictor, and dimensions of academic burnout antecedent to psychological distress. The results indicate a significant negative association between resilience, psychological distress, and each of the three academic burnout dimensions. In addition, emotional exhaustion and academic inefficacy have a significant positive association with psychological distress. The alternative model positions psychological distress antecedent to each of the academic burnout dimensions. The results indicate that resilience has a significant negative association with psychological distress, cynicism, and academic inefficacy, but not emotional exhaustion. Moreover, psychological distress has significant positive associations with each academic burnout dimension. In the alternative model specification, resilience is also found to moderate the association between psychological distress and academic inefficacy. This single moderating effect notwithstanding, the findings suggest that the primary role of resilience is that of a compensatory mechanism by acting as an independent exogenous predictor of distress and burnout.

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Resilience as a coping strategy for reducing departure intentions of accounting students

Cited by 23 publications

References 103 publications

Cross-Sectional Study of Resilience, Positivity and Coping Strategies as Predictors of Engagement-Burnout in Undergraduate Students: Implications for Prevention and Treatment in Mental Well-Being

Cross-Sectional Study of Resilience, Positivity and Coping Strategies as Predictors of Engagement-Burnout in Undergraduate Students: Implications for Prevention and Treatment in Mental Well-Being

How Does the Psychological Well-being (PWB) in the First Year of College Studies Predict Community College Students’ Academic Performance in Hong Kong?

Resilience, Psychological Distress, and Academic Burnout among Accounting Students*

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