Understanding stress as an impediment to academic performance

Frazier, Patricia A.; Gabriel, Abigail K.; Merians, Addie N.; Lust, Katherine

doi:10.1080/07448481.2018.1499649

Cited by 106 publications

(82 citation statements)

References 16 publications

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“…Temuan penelitian ini menunjukkan bahwa self-efficacy memiliki kontribusi terhadap pilihan untuk melanjutkan studi di Perguruan Tinggi. Keyakinan individu terhadap self-efficacy yang dimilikinya akan mempengaruhi arah tindakan yang dipilih; seberapa besar dan seberapa lama usaha tersebut dapat bertahan ditengah hambatan dan kegagalan; serta seberapa besar keinginan individu untuk bangkit kembali (Frazier, Gabriel, Merians, & Lust, 2018;Webb-Williams, 2018). Siswa dengan self-efficacy yang rendah cenderung mengalami perasaan gagal dan membentuk persepsi yang negatif akan kemampuan dirinya (Lent, Brown, & Larkin, 1984), sehingga berdampak pada tingkat usaha yang dilakukan untuk mencapai tujuan.…”

Section: Pembahasanunclassified

Minat Studi Lanjut ke Perguruan Tinggi Siswa Ditinjau dari Self-Efficacy dan Aspirasi Orangtua

2019

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This study aims to determine that the relationship between self-efficacy and parents aspiration with the interest in advanced studies to college of students either partially or jointly. This research uses correlation quantitative design. The sample used amounted to 160 of the population of 283 students with random sampling technique. Data collection tools use self-efficacy scales, parent`s aspiration scales, and the interest in advanced studies to college scales. We using simple linear regression and multiple linear regression to data analyzed. The result showed that there are significant correlations between (1) self-efficacy and the interest for collage, dan; (2) parents aspiration and the interest in advanced studies to college. Furthermore, relationship between self-efficacy and parents aspiration with the interests student in advance studies also had significant correlation. In this study it was also revealed that the contribution of the influence of self-efficacy and parents aspiration to the interests student in advance studies (to college) was 33.9%.

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Section: Pembahasanunclassified

Minat Studi Lanjut ke Perguruan Tinggi Siswa Ditinjau dari Self-Efficacy dan Aspirasi Orangtua

2019

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“…The existence of higher levels of stress among higher education students can not only impact their academic performance (e.g., Frazier et al 2019;Stallman 2010) but also lead to higher education dropout and even to the development of psychosomatic symptoms (e.g., Ansari et al 2014;Lee et al 2011) and even more serious psychological disorders (e.g., Carlson and Voss 2017;Shi et al 2015). However, little is known about such problems in the context of polytechnic higher education, namely within the field of health professions training.…”

Section: Introductionmentioning

confidence: 99%

Academic stress, coping, emotion regulation, affect and psychosomatic symptoms in higher education

2021

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This study aimed to examine the associations between perceived stress, coping, emotion dysregulation, affect and psychosomatic symptoms in higher education. Participants were 183 first-year undergraduates (84% female) that completed the Perceived Stress Scale, the Brief-COPE, the Difficulties in Emotion Regulation Scale, the PANAS, and the Manifestations of Physical Discomfort Questionnaire. Significant gender differences were found in perceived stress and psychosomatic symptoms (both higher in women), and in coping (emotional vs. humour support strategies higher for women and men, respectively). Process analysis showed that emotion dysregulation partially mediated the association between perceived stress and affect and psychosomatic symptoms. Only positive reframing partially mediated the association between perceived stress and positive affect. Emotion dysregulation seems to play an important role in the development of negative affect and psychosomatic symptoms in higher education students. This could encourage institutions to promote developmental programs targeting emotion regulation to support students in the transition to higher education.

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“…Extensive research has documented the adverse implications of stress on this population's physical, mental, emotional, and behavioural health outcomes (e.g., [6][7][8][9]). Several researchers have also noted the negative effects of extreme stress levels on post-secondary students' academic outcomes, including declining academic performance, disengagement, dissatisfaction, and attrition [10][11][12][13]. Scholars (e.g., [14,15]) have argued that stress literature often encompasses quantitative research and explicitly state the need for "qualitative methods to identify overlooked stressors, nuances in theory, and the importance of context" [14] (p. 276).…”

Section: Introductionmentioning

confidence: 99%

Exploration of Factors Affecting Post-Secondary Students’ Stress and Academic Success: Application of the Socio-Ecological Model for Health Promotion

Lisnyj

Pearl

McWhirter

et al. 2021

IJERPH

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Overview: There has been an increase in the frequency and severity of stress experienced by Canadian post-secondary students, which has adverse implications on their academic success. This work applied the socio-ecological model for health promotion to explore the contextual factors that influence this relationship at the individual, interpersonal, institutional, community, and public policy levels. Methods: Using a qualitative, phenomenological approach, we conducted 38 semi-structured interviews with undergraduate students and on-campus staff who provide services to this population at a post-secondary institution in Southwestern Ontario, Canada. Thematic analysis inductively identified overarching themes among participants’ perspectives. Results: Several positive and negative factors were identified at each socio-ecological model level, demonstrating the complex interplay of demographic, psychological, emotional, social, physical, and academic factors impacting students’ academic stress. Conclusions: A lack of communication and knowledge seems to underlie many factors, highlighting the need to strengthen communication strategies to promote awareness, accessibility, and availability of services and programs on campus. Results also pointed to focusing on proactive, resilience-focused, upstream mental health promotion efforts at post-secondary institutions to reduce stress and improve academic success. This knowledge can help Canadian campuses better address students’ needs.

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Understanding stress as an impediment to academic performance

Cited by 106 publications

References 16 publications

Minat Studi Lanjut ke Perguruan Tinggi Siswa Ditinjau dari Self-Efficacy dan Aspirasi Orangtua

Minat Studi Lanjut ke Perguruan Tinggi Siswa Ditinjau dari Self-Efficacy dan Aspirasi Orangtua

Academic stress, coping, emotion regulation, affect and psychosomatic symptoms in higher education

Exploration of Factors Affecting Post-Secondary Students’ Stress and Academic Success: Application of the Socio-Ecological Model for Health Promotion

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