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

2021 ◽  
Author(s):  
Ricardo João Teixeira ◽  
Tânia Brandão ◽  
Artemisa Rocha Dores
Keyword(s):  
Higher Education ◽  
Emotion Regulation ◽  
Academic Stress ◽  
Stress Coping ◽  
Psychosomatic Symptoms

scholarly journals Effects of Stress Coping and Emotion Regulation on Student Academic Stress

2020 ◽  
Vol 7 (1) ◽  
pp. 73-80
Author(s):  
Permata Sari ◽  
Siti Zahra Bulantika ◽  
Tri Dewantari ◽  
Rubi Rimonda
Keyword(s):  
Emotion Regulation ◽  
Regression Analysis ◽  
Multiple Regression Analysis ◽  
Multiple Regression ◽  
Emotional Regulation ◽  
Academic Stress ◽  
Stress Coping ◽  
Stress Scale ◽  
Coping Scale ◽  
Effects Of Stress

This study aims to determine the effect of stress coping and emotion regulation on student academic stress. This study is an expos facto study with a sample of semester IV Islamic counseling guidance students of UIN Raden Intan Lampung, as many as 150 students, samples taken by the purposive method. The instruments used in this study were stress coping scale, emotion regulation scale, and academic stress scale, which had been developed based on indicators and had been validated. The analysis used in this study is the multiple regression analysis. The results of the study indicate that stress coping and emotional regulation have a significant effect on student academic stress.

scholarly journals The Interface between Motivational and Emotional Facets of Organizational Commitment among Instructors at Higher Education

2016 ◽  
Vol 5 (3) ◽  
pp. 228 ◽  
Author(s):  
Nahid Royaei ◽  
Afsaneh Ghanizadeh
Keyword(s):  
Higher Education ◽  
Emotion Regulation ◽  
Organizational Commitment ◽  
Emotional Regulation ◽  
Decisive Role ◽  
Well Being ◽  
Teacher Commitment ◽  
Theory And Practice ◽  
Job Motivation ◽  
Economic Developments

Teachers in higher education domain play a decisive role in advancing economic developments as well as nurturing the well-being of the societies. Thus, the issue of university instructors’ commitment and the factors influencing its development should be a compelling priority for higher education administrations. The present study aims to extend the research on teacher organizational commitment by investigating the contribution of job motivation and emotion regulation to teacher commitment at higher education. To this purpose, 135 English as a foreign language (EFL) instructors from different higher education institutes and universities took part in this study. They were requested to complete a battery of three questionnaires: Organizational Commitment Questionnaire (OCQ), Work Tasks Motivation Scale for Teachers (WTMST), and Emotional Regulation Questionnaire (ERQ). Findings demonstrated that both emotion regulation and motivation had a positive significant correlation with teacher organizational commitment. Moreover, findings obtained via regression analysis showed that among job motivation components, identified regulation was the best contributor of teacher organizational commitment. Also, among the subscales of emotion regulation, reappraisal strategy was a better predictor of teacher organizational commitment. Findings are discussed in details with respect to the implications for both theory and practice in higher education. 

scholarly journals Academic Stress, Coping and Social Cultural Adaptation of Psychological Well Being among Indonesian Postgraduate Students

2020 ◽  
Vol 28 (4) ◽  
Author(s):  
Sri Nurhayati Selian ◽  
Fonny Dameaty Hutagalung ◽  
Noor Aishah Rosli
Keyword(s):  
Cultural Adaptation ◽  
Convergent Validity ◽  
Well Being ◽  
Quality Standard ◽  
Academic Stress ◽  
Stress Factors ◽  
Stress Coping ◽  
Psychological Well Being ◽  
Postgraduate Students ◽  
Correlational Research

This article explores the various dimensions of academic stress factors, coping, and social-cultural adaptation on psychological well-being of 150 Indonesian postgraduate students. The study implemented a correlational research design whereby a conceptual model was produced, which correlated both the dependent and independent variables. Data analysis was performed using SPSS and SmartPLS (Partial Least Squares). The scientific novelty includes the conceptualization of academic stress, coping, social-cultural adaptation, and psychological well-being among Indonesian postgraduate students; thus, results may differ from previous findings, while contributing an in-depth knowledge in this area. The preliminary analysis results indicate that the Cronbach Alpha (CA) and Composite Reliability (CR) of the four first-order reflective dimensions, namely academic stress, coping, social-cultural adaptation and psychological well-being, met the quality standard of reliability (CR) and convergent validity (AVE). Therefore, all constructs are reliable and valid. Consequently, it can be concluded that academic stress, coping, and social-cultural adaptation have a significant influence on the psychological well-being of Indonesian postgraduate-students.

Influence of stress and coping strategies on undergraduate students' performance

2020 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Luqman Oyekunle Oyewobi ◽  
Gbolahan Bolarin ◽  
Naomi Temitope Oladosu ◽  
Richard Ajayi Jimoh
Keyword(s):  
Academic Performance ◽  
Coping Strategies ◽  
Undergraduate Students ◽  
Academic Stress ◽  
Stress And Coping ◽  
Stress Coping ◽  
University Administration ◽  
Content Type ◽  
Stress Coping Strategies ◽  
And Coping

PurposeThis study examined the causes of academic stress amongst undergraduate students in the Department of Quantity Surveying to ascertain whether stress has an influence on their academic performance.Design/methodology/approachThis research explores the relationships between these constructs: academic stress, non-academic stress, coping strategies and academic performance, using a survey questionnaire to collect data from 190 undergraduate students in the Quantity Survey department. Descriptive statistics have been used to analyse the data and a path analytical approach has been adopted to evaluate the relationship between the constructs discussed in the paper.FindingsSignificant linear associations have been established between all the proposed paths and the outcome factor (p < 0.00). Coping strategies were an important mediator (p = 0.000), as they explained 32.9% of the association between academic stress and non-academic stress. However, the findings have shown that the stress faced by students is an optimal degree of stress that improves learning capabilities.Practical implicationsExplanation and clarification of the effects of academic and non-academic stress and coping mechanisms on the academic performance of university undergraduate students could help to reduce the risk of suicide amongst the teeming youths. It will also afford the university administration the opportunity to engender stress-free environment that is conducive for learning through the formulation of appropriate policies that promote “balanced learning” for the students. The outcome of this study may provide a launch pad for researchers who are interested in knowing how the possible causes of stress may impact on the health of university students.Originality/valueThe findings will be of great importance to the academic advisers and university administration in developing a flexible academic calendar and adopt policies that will eliminate academic stress and promote strategies to cope with non-academic stress. The study is the first attempt to examine academic stress, non-academic stress, coping strategies and academic performance in a single research in the Nigerian context due to limited literature found. This study has pedagogical implications to education practice by offering tertiary institutions the opportunity to appraise and device a means of managing students' stress by identifying their needs and increase students' coping skills based on prevailing modalities that give students' opportunities to strengthen the strategies of coping.

Quality of dialogue and emotion regulation in contentious discussions in higher education

2021 ◽  
Vol 30 ◽  
pp. 100535
Author(s):  
Efrat Firer ◽  
Benzi Slakmon ◽  
Gideon Dishon ◽  
Baruch B. Schwarz
Keyword(s):  
Higher Education ◽  
Emotion Regulation

Perfectionism, cognitive emotion regulation and perceived distress/coping

2016 ◽  
Vol 33 (S1) ◽  
pp. S213-S213
Author(s):  
C. Juliana ◽  
M.J. Soares ◽  
A.T. Pereira ◽  
A. Macedo
Keyword(s):  
Emotion Regulation ◽  
Perceived Stress ◽  
Stress Coping ◽  
Cognitive Emotion Regulation ◽  
Stress Scale ◽  
Evaluative Concerns ◽  
Socially Prescribed Perfectionism ◽  
Mental Problems ◽  
Competing Interest ◽  
Different Levels

IntroductionPerfectionism and cognitive emotion regulation (CER) mechanisms have been associated with perceived stress/coping, negative affect (NA) and mental problems. Comparatively, the correlates of Positive Affect (PA) have been less studied.AimTo compare Perfectionism, CER and Perceived distress/coping by groups with different levels of NA/PA.MethodsA total of 344 medical students (68.4% girls) completed the Hewitt & Flett and the Frost Multidimensional Perfectionism Scales (H&F-MPS/F-MPS), the Profile of Mood States, the Perceived Stress Scale, and the Cognitive Emotion Regulation Questionnaire.ResultsThe subjects with high NA, when compared to those with low NA, showed significant higher levels of Evaluative Concerns (EC), Positive Striving (PStr), of H&F-MPS/F-MPS total and dimensions scores (excluding Organization) of Rumination, Blaming others, Self-blaming, Catastrophizing and Perceived distress (all P < 0.01). They also revealed lower levels of Positive reevaluation and planning; Positive refocusing, Putting into perspective and Perceived coping (all P < 0.01). The subjects with high and medium levels of PA, when compared to the subjects with low PA, showed significant lower levels of Perceived distress, EC, Socially-Prescribed Perfectionism, Doubts about action, Concerns over Mistakes, (all P < 0.01), Self-Oriented Perfectionism, PStr (P < 0.01, P < 0.05, respectively) and higher levels of Perceived coping, Positive reevaluation and planning, Positive refocusing, Putting into perspective (all P < 0.01) and Acceptance (P < 0.01, P < 0.05, respectively).ConclusionsNA is associated with perfectionism, high maladaptive and low adaptive CER, and also with high Perceived distress/low coping, which might increase the subject's vulnerability to psychopathology. Low perfectionism, high adaptive CER and perceived coping are associated with PA and might be protective factors.Disclosure of interestThe authors have not supplied their declaration of competing interest.

scholarly journals Resilience and Higher Education Support as Protective Factors for Student Academic Stress and Depression During Covid-19 in the Netherlands

2021 ◽  
Vol 9 ◽  
Author(s):  
Melissa Versteeg ◽  
Rutger Kappe
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
The Netherlands ◽  
Academic Stress ◽  
Model Fit ◽  
Mediation Model ◽  
Student Sample ◽  
Student Wellbeing ◽  
Serial Mediation ◽  
Positive Direct

Background: The corona pandemic has forced higher education (HE) institutes to transition to online learning, with subsequent implications for student wellbeing.Aims: This study explored influences on student wellbeing throughout the first wave of the corona crisis in the Netherlands by testing serial mediation models of the relationships between perceived academic stress, depression, resilience, and HE support.Methods: The Covid-19 International Student Wellbeing Study (C19 ISWS) was used, with a total sample of 2,480 higher education students studying at InHolland Universities of Applied Sciences in the Netherlands. Student subgroups were created, so that students with low and high perceived academic stress could be assessed, in addition to depressed and non-depressed students. Predictive model fit was tested using Macro PROCESS.Results: A significant serial mediation model for the total student sample was revealed, including protective mediating effects of resilience and HE support on the positive direct effect of perceived academic stress on depression. At subgroup level, significant (partial) predictive effects of resilience on depression scores were noted. A partial serial effect between resilience and HE support was found for students with low perceived stress levels, whereas a parallel partial mediation model was present among highly academically stressed students. Regarding non-depressed students, a full parallel mediation model was found, whereas the model for depressed students inadequately explained the data.Conclusions: Overall, resilience and HE support mediate the predictive effect of academic stress on depressive symptoms among students. In addition, substantial differences in model fit arise when inspecting the students on a subgroup level. These findings contribute to the gap in knowledge regarding student wellbeing during the Covid-19 pandemic in the Netherlands, in addition to providing novel insights on student subgroup dynamics. While Covid-19 restrictions continue to demand online learning, student wellbeing may be enhanced overall by targeting resilience and increasing awareness and availability of HE support services. The current study also highlights the need for differential approaches when examining wellbeing for specific student groups.

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