Significance, structure, and gender differences in life domains of college students

Sex Roles ◽  
1990 ◽  
Vol 22 (3-4) ◽  
pp. 199-212 ◽  
Author(s):  
Marc R. Blais ◽  
Robert J. Vallerand ◽  
Nathalie M. Bri�re ◽  
Alain Gagnon ◽  
Luc G. Pelletier
Keyword(s):  
College Students ◽  
Gender Differences ◽  
Life Domains ◽  
And Gender

Not Quite Color Blind: Ethnic and Gender Differences in Attitudes toward Older People among College Students

2011 ◽  
Vol 73 (1) ◽  
pp. 53-71 ◽  
Author(s):  
Sarah B. Laditka ◽  
James N. Laditka ◽  
Margaret M. Houck ◽  
Bankole A. Olatosi
Keyword(s):  
College Students ◽  
Gender Differences ◽  
Older People ◽  
Color Blind ◽  
And Gender

scholarly journals Gender differences in perceived stress and coping among college students

PLoS ONE ◽  
2021 ◽  
Vol 16 (8) ◽  
pp. e0255634
Author(s):  
B. Sue Graves ◽  
Michael E. Hall ◽  
Carolyn Dias-Karch ◽  
Michael H. Haischer ◽  
Christine Apter
Keyword(s):  
College Students ◽  
Gender Differences ◽  
Coping Strategies ◽  
Undergraduate Students ◽  
Perceived Stress ◽  
Educational Interventions ◽  
Work Lives ◽  
Brief Cope ◽  
And Gender ◽  
And Coping

Background Many college students register each semester for courses, leading to productive careers and fulfilled lives. During this time, the students have to manage many stressors stemming from academic, personal, and, sometimes, work lives. Students, who lack appropriate stress management skills, may find it difficult to balance these responsibilities. Objectives This study examined stress, coping mechanisms, and gender differences in undergraduate students towards the end of the semester. Design and method University students (n = 448) enrolled in three different undergraduate exercise science courses were assessed. Two instruments, the Perceived Stress Scale and Brief Cope, were administered during the twelfth week of the semester, four weeks prior to final exams. T-tests were used to detect gender differences for the stress levels and coping strategies. Results Overall, females indicated higher levels of stress than their male counterparts. Gender differences were evident in both coping dimensions and individual coping strategies used. Females were found to utilize the emotion-focused coping dimension and endorsed the use of four coping strategies more often than males. These included self-distraction, emotional support, instrumental support, and venting. Conclusions This research adds to the existing literature by illuminating the level of perceived stress and different coping strategies used by undergraduate female and male students. In turn, students may need educational interventions to develop effective and healthy coping strategies to last a lifetime. Faculty and other university officials may want to highlight and understand these various factors to protect the students’ wellbeing in their classes.

Exploring Cross-Cultural and Gender Differences in Test Anxiety Among U.S. and Canadian College Students

2017 ◽  
Vol 37 (1) ◽  
pp. 112-118 ◽  
Author(s):  
Patricia A. Lowe
Keyword(s):  
College Students ◽  
Gender Differences ◽  
Test Anxiety ◽  
Factor Analyses ◽  
Confirmatory Factor Analyses ◽  
Multidimensional Measure ◽  
Multiple Dimensions ◽  
Confirmatory Factor ◽  
And Gender ◽  
College Student Population

Existing measures of test anxiety used with the college student population are old with old norms and old items, and they do not capture the multiple dimensions of the test anxiety construct or assess facilitating anxiety. In the present study, the validity of the scores of a new, multidimensional measure of test anxiety with a facilitating component, the Test Anxiety Measure for College Students (TAM-C) was examined in a sample of 1,344 Canadian and U.S. college students. Tests of measurement invariance were performed across culture and gender on the TAM-C and cultural and gender differences were explored. The results of multigroup confirmatory factor analyses across culture and gender supported strong invariance on the TAM-C. Latent mean analyses were also conducted and cultural and gender differences were found on the TAM-C. Although additional research is needed, the TAM-C appears to be a promising new measure for use with Canadian and U.S. college students.

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