What Predicts Adjustment Among College Students? A Longitudinal Panel Study

Pritchard, Mary E.; Wilson, Gregory S.; Yamnitz, Ben

doi:10.3200/jach.56.1.15-22

Cited by 261 publications

(219 citation statements)

References 27 publications

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“…Prospective cohort studies have found the first year is a difficult time for university students (Cooke, Bewick, Barkham, Bradley, & Audin, 2006;Gall, Evans, & Bellerose, 2000;Peterson, Louw, Dumont, & Malope, 2010;Pritchard, Wilson, & Yamnitz, 2007;Soucy & Larouse, 2000;Tao, Dong, Pratt, Hunsberger, & Pancer, 2000). However, patterns of adjustment presented in these empirical studies are different.…”

Section: Trajectories Of Adjustment Over Timementioning

confidence: 99%

Trajectories of university adjustment in the United Kingdom: Emotion management and emotional self-efficacy protect against initial poor adjustment

Nightingale

Roberts

Tariq

et al. 2013

Learning and Individual Differences

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Little is known about individual differences in the pattern of university adjustment. This study explored longitudinal associations between emotional self-efficacy, emotion management, university adjustment, and academic achievement in a sample of first year undergraduates in the United Kingdom (N=331). Students completed measures of adjustment to university at three points during their first year at university. Latent Growth Mixture Modeling identified four trajectories of adjustment: (1) low, stable adjustment, (2) medium, stable adjustment, (3) high, stable adjustment, and (4) low, increasing adjustment. Membership of the low, stable adjustment group was predicted by low emotional self-efficacy and low emotion management scores, measured at entry into university. This group also had increased odds of poor academic achievement, even when grade at entry to university was controlled. Students who increased in adjustment had high levels of emotion management and emotional self-efficacy, which helped adaptation. These findings have implications for intervention.

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Section: Trajectories Of Adjustment Over Timementioning

confidence: 99%

Trajectories of university adjustment in the United Kingdom: Emotion management and emotional self-efficacy protect against initial poor adjustment

Nightingale

Roberts

Tariq

et al. 2013

Learning and Individual Differences

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“…efforts to disengage or stay away from the stressful situation) or to distraction strategies (i.e. focusing away from the stress) [23]. Anxiety trait is another key personal psychological determinant of perceived stress [18,19].…”

Section: Résumémentioning

confidence: 99%

Students perceived stress in academic programs: Consequences for its management

Neveu

Doron²,

Visier³

et al. 2012

Revue d'Épidémiologie et de Santé Publique

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Background. -Academic stress contributes to the deterioration of the students' quality of life. Psychological determinants involved in the stress process, trait anxiety and coping, have been neglected when assessing the role of academic programs in stress. This study aimed at determining whether academic programs are associated with a high level of perceived stress above and beyond potential personal and environmental risk factors, as well as coping strategies.Methods. -A cross-sectional survey was conducted in 2009 among third-year medical (total n = 170, participants 88%), dental (n = 63, 94%), psychology (n = 331, 61%) and sports sciences (n = 312, 55%) students in Montpellier (France). The stress level experienced during the last 2 months, trait anxiety and coping strategies were appraised. Substance use, psychological care, and stress triggers were also collected using a selfadministered questionnaire.Results. -Compared with medicine and after adjusting for gender and age, only the sports program was associated with a lower perceived stress risk: adjusted odds ratio: 0.54 [95% Confidence interval: 0.30; 0.99]. Substantial reductions in perceived stress risks were observed in science students after additional adjustments for non-academic stress triggers, substance use, psychological care (adjusted odds ratio: 0.20 [95% Confidence interval: 0.09; 0.41]), and also for trait anxiety and coping strategies (adjusted odds ratio: 0.23 [95% Confidence interval: 0.10; 0.54]). Compared with medicine and after these additional adjustments, psychology had a significantly lower perceived stress risk (0.34 [0.18; 0.64]; 0.40 [0.19; 0.86], respectively), dentistry had a similar risk (0.82 [0.35; 1.91]; 0.53 [0.20; 1.43], respectively).Conclusion. -Sports and psychology programs had a lower perceived stress risk compared with medicine. Personal and environmental risk factors and coping strategies modified the association between academic program and perceived stress. Developing efficient coping strategies in students and improving academic environment could contribute to prevent the potential deleterious consequences of stress.

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“…By in large, individuals with more illness behaviors, and more specifically those who reported feeling ill without visiting the doctor, implemented more avoidant coping strategies. Avoidant coping strategies have been found to be associated with stress, symptoms of illness, and poor health outcomes (Dyson & Renk, 2006;Pritchard, Wilson, & Yamnitz, 2007). These results imply that poor coping strategies may impact self-care and subsequent decisions related to health.…”

Section: Discussionmentioning

confidence: 74%

An Examination of Moderators of Perceived Stress and Illness Behavior

Thomas¹,

Borrayo²

2011

PSYCH

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The purpose of this study was to examine multiple psychosocial factors (social support, negative affect, coping skills, and perceived health status) as moderators of perceived stress on illness behavior. College students recruited from undergraduate psychology courses completed measures in an on-line survey. Hierarchical multiple regression analyses indicated that commonly investigated psychosocial factors such as affectivity, coping, and social support moderated the relationship between perceived stress and one illness behavior (report of illness without visits to the doctor). However, other moderator variables less investigated, such as perceived health status had a significant effect on both illness behaviors (self-reported incidents of illness with and without visits to the doctor). Our findings highlight the role of behavioral health in primary care and the importance of educating individuals on the relationship between psychosocial factors and health.

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What Predicts Adjustment Among College Students? A Longitudinal Panel Study

Cited by 261 publications

References 27 publications

Trajectories of university adjustment in the United Kingdom: Emotion management and emotional self-efficacy protect against initial poor adjustment

Trajectories of university adjustment in the United Kingdom: Emotion management and emotional self-efficacy protect against initial poor adjustment

Students perceived stress in academic programs: Consequences for its management

An Examination of Moderators of Perceived Stress and Illness Behavior

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