The Relationships of Coping, Negative Thinking, Life Satisfaction, Social Support, and Selected Demographics With Anxiety of Young Adult College Students

Abstract

These findings suggest that helping undergraduates manage their anxiety by reducing their negative thinking is critical. Designing and testing interventions to decrease negative thinking in college students is recommended for future research.

Contemporary College Student Anxiety: The Role of Academic Distress, Financial Stress, and Support

“…Although family and peer support accounted for a smaller portion of the variance in anxiety relative to academic distress, both were significantly negatively related to anxiety. This negative relationship has been consistently found (Mahmoud et al, 2015; Malecki & Demaray, 2003) and may be explained by several factors, including receiving direct support for academics (Budescu & Silverman, 2016; Thompson & Mazer, 2009), receiving emotional support in navigating adjustment to college (Wintre & Yaffe, 2000), and buffering the effects of stress (Demaray et al, 2005). The finding that family and peer support had small effect sizes—and that these effect sizes were smaller than those for financial stress and academic distress—is novel.…”

“…Given that 20% of the variance in anxiety in our study was attributable to academic distress, counselors working with college students should be especially mindful to ask about academic stressors on intake and throughout treatment. Counselors may also use psychoeducation to help students understand the bidirectional nature of anxiety and academic distress (Mahmoud et al, 2015; Misra & McKean, 2000). Counselors may teach students study and time management skills to combat the proximal concern of academic performance, as well as coping skills to resolve anxiety associated with future plans and to help students feel better equipped to meet high academic expectations.…”

“…During a developmental period of marked uncertainties such as emerging adulthood, social support appears to mitigate the negative effects of distressing events (Cohen & Wills, 1985). It is well established that social support has an inverse relationship with anxiety (Mahmoud, Staten, Lennie, & Hall, 2015); thus, college students who feel more supported are likely to adjust to college more favorably (Demaray, Malecki, Davidson, Hodgson, & Rebus, 2005; Malecki, & Demaray, 2003). To more fully understand how social support buffers anxiety as well as academic distress and financial stress, we examined familial and peer support.…”

Examining the Association of Transtheoretical Model Constructs on Physical Activity: Considerations of Anxiety Symptomology as a Potential Moderator

“…University-aged students are at an increased risk for anxiety [20]. Further, anxiety has been suggested to negatively influence behavioral dimensions such as PA.…”

Human neurophysiological markers of high anxiety level during preparation for visual recognition

“…Today's world, with its stream of negative information and stressful factors, creates strong prerequisites for the development of neurotic disorders. According to current data, the prevalence of anxiety disorders varies from 13.6 to 28.8% [1], while the prevalence of anxiety in students is reportedly as high as 27% [2]. Such high frequencies of anxiety, notably in the young, drives the search for neurophysiological correlates of anxious states.…”