Sources of Stress and Coping in American College Students Who Have Been Diagnosed With Depression

Aselton, Pamela

doi:10.1111/j.1744-6171.2012.00341.x

Cited by 73 publications

(52 citation statements)

References 11 publications

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“…In the United States, 70% of medical visits are for problems which are caused by stress, and a quarter of the medications which are sold in that country are antidepressants or other types of drugs which affect the central nervous system (Aselton, 2012;Cox & Mackay, 1981). Regarding academic stress, previous studies have proven that stress is present in educational environments and furthermore that it is more frequent with homework and tests, the lack of time to complete assignments, and not having understood the material (e.g., Díaz, 2010;Pulido et al, 2011;Román et al, 2008).…”

Section: Discussionmentioning

confidence: 99%

“…(e.g., Caldera, Pulido, & Martínez, 2007;Segredo, Veloso, & Rodríguez, 2004). Specialized literature indicates that academic stress has been studied in diverse university circles (Aselton, 2012;Berrío & Mazo, 2011), developing different focuses and models. One study analyzed the potential explanatory-predictive effect of daily stress on somatic symptomology of neuroticism (Santed, Sandín, Choron, & Olmedo 2000).…”

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confidence: 99%

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Academic stress as a predictor of chronic stress in university students

Radillo¹,

Serrano²,

Fernández³

et al. 2014

Psicología Educativa

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A B S T R A C TThe aim of this study was to examine the correlation and predictive value between the Academic Stress Inventory (ASI) and the Stress Symptom Inventory (SSI) in university students and its association with age and gender in both inventories. We evaluated a representative and random sample of 527 students at a public university in 2012. A multiple regression analysis was carried out. The results showed that IEA situations that correspond to classroom intervention, mandatory work, and doing an exam predict highlevel chronic stress; being a female and 18, 23, and 25 years old were associated mostly to stress. We conclude that accurate identification of stressors could help understand stress and its harmful effects on college students. El estrés académico como predictor del estrés crónico en estudiantes universitarios R E S U M E NEl objetivo de este estudio fue examinar la correlación y el valor predictivo entre el Inventario de Estrés Académico (IEA) y el Inventario de Síntomas de Estrés (ISE) en estudiantes universitarios, así como su asociación con la edad y género en ambos inventarios. Se evaluó una muestra representativa y aleatoria de 527 estudiantes de una universidad pública en el año 2012. Se usó análisis de regresión múltiple. Los resultados mostraron que las situaciones del IEA que corresponden a intervención en clase, trabajos obligatorios y la realización de un examen predicen un nivel elevado de estrés crónico; el género femenino y las edades de 18, 23 y 25 años se asociaron mayormente con el estrés. Se concluye que la identificación exacta de estresores podría ayudar a entender el estrés y sus efectos dañinos en estudiantes universitarios.

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Section: Discussionmentioning

confidence: 99%

mentioning

confidence: 99%

Academic stress as a predictor of chronic stress in university students

Radillo¹,

Serrano²,

Fernández³

et al. 2014

Psicología Educativa

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“…Em estudo realizado com futuros profissionais, estudantes universitários, que estavam em tratamento para a depressão e que se encontravam sob um crescente estresse por diferentes motivos, dentre os citados: o conflito com o companheiro de quarto, problemas acadêmicos, preocupações financeiras e de carreira, além da pressão da família, foi constatado que os métodos não-médicos de enfrentamento, entre eles, escutar música foi frequentemente citado pelos voluntários como mais eficaz do que a terapia medicamentosa tradicional (20) . Além do estresse de estudantes universitários, o estresse no trabalho também tem sido alvo de estudos na comunidade científica devido aos efeitos negativos para a saúde física e mental dos trabalhadores (7,11,19) .…”

Section: Discussionunclassified

Impacto de um programa de musicoterapia sobre o nível de estresse de profissionais de saúde

et al. 2013

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RESUMO Objetivou-se verifi car os efeitos de um programa de musicoterapia sobre o nível de estresse de profi ssionais de saúde. Participaram do estudo 34 voluntários do sexo feminino com 33,3 ± 8,5 anos de idade, de diferentes níveis de atuação profi ssional. Utilizouse o inventário de sintomas de Stress para adultos de Lipp (ISSL) para avaliar o nível de estresse dos participantes antes e após a musicoterapia. O programa foi composto por 12 sessões utilizando as técnicas musicoterápicas de Improvisação e Recriação Musical, realizado uma vez por semana com 50 minutos/sessão em um período de três meses. O teste de Wilcoxon para medidas repetidas foi utilizado para análise estatística. Observou-se uma diminuição estatística signifi cativa (∆= -60%, p<0,001) no nível de estresse das profi ssionais estudadas após o programa de musicoterapia. Conclui-se com o presente estudo que o programa de musicoterapia foi efetivo para diminuir o nível de estresse de mulheres profi ssionais de saúde que atuam em um hospital privado no município do Rio de Janeiro-RJ. Descritores: Esgotamento Profi ssional; Musicoterapia, Qualidade de Vida. ABSTRACTThe study aimed to assess the effects of a music therapy program on the level of stress for female professionals working in a private hospital in Rio de Janeiro-RJ, Brazil. Thirty four female volunteers with 33.3 ± 8.5 years of age from different levels of professional participated in the study. We used the Lipp's inventory of symptoms of stress for adults (ISSL) to evaluate the level of stress of participants before and after music therapy. The program consisted of twelve sessions using the techniques of music therapy Improvisation and Musical Re-creation held once a week with 50 minutes / session in a period of three months. The Wilcoxon test for repeated measures was used for statistical analysis. The study showed a statistically signifi cant decrease (∆ = -60%, p <0.001) in the level of stress professionals studied after the music therapy program. In conclusion, the present study that the music therapy program was effective in decrease the level of stress of women health professionals working in a private hospital in Rio de Janeiro-RJ, Brazil.

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“…Moreover, Aselton [8] indicate that stress occurs when a person thinks that the expectations placed on them over run their coping abilities. Besides, Lovelace [23] explains that stress management techniques means emotions, behaviours and thoughts that people use to adjust to the pressures and changes they experience in life.…”

Section: Introductionmentioning

confidence: 99%

“…Secondly, Sharmila [33] explain that emotion focused coping technique is an individual's attempt to deal with negative feelings evoked by a stressor, like venting, rumination, emotional support and religion. Comparatively, Aselton [8] show that emotion focused coping technique is a personal resolve to work on unpleasant feelings emanating from stress.…”

Section: Introductionmentioning

confidence: 99%

Effect of Emotion Focused Coping Techniques of Stress Management on Secondary School Student Leadership in Kenya

Akinyi¹,

Odera²,

Yambo³

2017

EDUCATION

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There are many factors in student leadership which predispose student leaders to high levels of stress. This include; students discipline, communication, enforcing school rules, decision making and balancing leadership and academic roles. The increase in student leaders stress is alarming thus the need to focus on stress management techniques that they employ. This study assessed the effect of emotion focused coping techniques of stress management and secondary school student leadership in, Kenya. The study hypotheses stated that` there was no significant effect of emotion focused coping techniques and secondary school student leadership. Emotion focused coping technique is a personal effort to deal with negative feelings caused by a stressful event and may include venting, rumination, emotional support and religion. Student leadership refers to the roles that student leaders participate in within the school setting which involve, communication, Students discipline, coordination decision making, Planning, and monitoring of student's activities. The Cognitive Appraisal theory was applied in the study. The research designs used were descriptive and correlational in nature. The target population was 4143 respondents out of which were 3825 student leaders, 159 head teachers and 159 deputy head teachers within 159 secondary schools in Kenya. Stratified random sampling technique and saturated sampling technique were used to select 1275 student leaders, 53 deputy head teachers and 53 head teachers as respondents for the study. Data was harvested using questionnaires and interview schedules. Pearson r correlation, percentages and frequency counts was used in data analysis. Study results indicate that there was weak positive correlation between emotion focused coping techniques and student leadership [r = .197, n=1126, p<.05. The study also revealed the existence of a weak effect of emotion focused coping technique on student leadership. In the current study, it was recommended that student leaders require training in stress management techniques, emotional awareness and leadership training.

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Sources of Stress and Coping in American College Students Who Have Been Diagnosed With Depression

Cited by 73 publications

References 11 publications

Academic stress as a predictor of chronic stress in university students

Academic stress as a predictor of chronic stress in university students

Impacto de um programa de musicoterapia sobre o nível de estresse de profissionais de saúde

Effect of Emotion Focused Coping Techniques of Stress Management on Secondary School Student Leadership in Kenya

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