Role of Virtues and Perceived Life Stress in Affecting Psychological Symptoms Among Chinese College Students

Duan, Wenjie; Ho, Stephanie G Y; Siu, Bowie P. Y.; Li, Tingting; Zhang, Yonghong

doi:10.1080/07448481.2014.963109

Cited by 38 publications

(38 citation statements)

References 39 publications

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“…15–17 Mental health issues are prevalent on college campuses, can be detrimental to overall academic performance and success, and frequently lead to student attrition. 15 In addition, mental health issues are linked to suicidal ideation, a growing public health concern, specifically on college campuses.…”

Section: Introductionmentioning

confidence: 99%

The relationship between financial strain, perceived stress, psychological symptoms, and academic and social integration in undergraduate students

Adams

Meyers

Beidas

2016

Journal of American College Health

126

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Objective-Financial strain may directly or indirectly (i.e., through perceived stress) impact students' psychological symptoms and academic and social integration, yet few studies have tested these relationships. We explored the mediating effect of perceived stress on the relationship between financial strain and two important outcomes: psychological symptomology and academic and social integration.Participants-Participants were 157 undergraduate students. Data were collected from December 2013 to March 2014.Methods-Cross-sectional data collection conducted using online survey software.Results-We found that perceived stress mediated the relationship between financial strain and (a) psychological symptomology and (b) academic and social integration. Both models included first-generation status as a covariate.Conclusions-Results suggest that perceived stress is an important intervention target for reducing psychological symptoms and improving academic and social integration for undergraduate students. Implications for university health centers and mental health professionals include incorporating a public health model to minimize stress risk.

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Section: Introductionmentioning

confidence: 99%

The relationship between financial strain, perceived stress, psychological symptoms, and academic and social integration in undergraduate students

Adams

Meyers

Beidas

2016

Journal of American College Health

126

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“…The transactional model of stress and coping (Lazarus & Folkman, 1984) states that high character strengths are characterized by an ability to perceive less stress (Duan et al, 2015). A longitudinal study found that the students with high character strengths experience less academic-related stress throughout the semester and flourish after experiencing mild depression symptoms (Duan, 2016).…”

Section: Introductionmentioning

confidence: 99%

Character strengths, social anxiety, and physiological stress reactivity

Duan

Guo

2017

PeerJ

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In this paper, the effects of character strengths on the physiological reactivity to social anxiety induced by the Trier Social Stress Task were reported. On the basis of their scores in the Chinese Virtues Questionnaire, 30 college students were assigned to either high- (n = 15) or low-character-strength (n = 15) groups. Their psychological stress and physiological data across three laboratory stages (namely, baseline, stress exposure, and post-stress) were collected. Results indicated that individuals with high character strengths exhibited rapid cardiovascular recovery from baseline to post-stress even if high- and low-character-strength groups showed similar patterns of cardiovascular arousal in response to the stress at baseline and stress exposure. These results prove that character strengths are stress-defense factors that allow for psychological and physiological adaptation to stress.

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“…This model emphasizes the interactions between personal characteristics and situational factors rather than objective stressors alone (Lazarus and Folkman, 1984). Cross-sectional and longitudinal studies demonstrated that individuals with positive qualities, such as caring, inquisitiveness, and self-control, often perceived limited stress and showed an improved mental well-being (Duan et al, 2015b; Duan, 2016b). Therefore, the role of positive qualities in stressful situation should be investigated.…”

Section: Introductionmentioning

confidence: 99%

Protective Effect of Self-Compassion to Emotional Response among Students with Chronic Academic Stress

et al. 2016

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The literature has shown that self-compassion is a protective factor of an individual’s emotional response to chronic stress. However, this stress-buffering effect has not been completely analyzed in individuals who report significantly high academic stress. The present study explored the role of self-compassion in a group of undergraduate students who experience chronic academic stress. A total of 208 undergraduate students who were preparing for the Postgraduate Entrance Examination (PEE) were recruited and completed the Self-Compassion Scale, Adolescent Self-Rating Life Event Check List, and Positive and Negative Affect Schedule. Differences analysis confirmed that the participants reported significantly higher academic stress than their peers who were not preparing for PEE. Self-compassion positively related to positive affect but negatively related to negative affect and learning stress. Further analysis showed that self-compassion negatively mediated the relationship between chronic academic stress and negative affect. Findings imply that self-compassion-centered interventions can be developed in the educational context to assist students cope with chronic academic stress.

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Role of Virtues and Perceived Life Stress in Affecting Psychological Symptoms Among Chinese College Students

Abstract: This study clarified the positive role of virtues in stressful situations among Chinese undergraduates. The results benefit the college health professionals in attending strengths of their clients in practice both in Eastern and Western countries.

Cited by 38 publications

References 39 publications

The relationship between financial strain, perceived stress, psychological symptoms, and academic and social integration in undergraduate students

The relationship between financial strain, perceived stress, psychological symptoms, and academic and social integration in undergraduate students

Character strengths, social anxiety, and physiological stress reactivity

Protective Effect of Self-Compassion to Emotional Response among Students with Chronic Academic Stress

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