scholarly journals The influence of university students' stress mindsets on health and performance outcomes

2018 ◽  
Author(s):  
Jacob J Keech ◽  
Martin S Hagger ◽  
Frances O'Callaghan ◽  
Kyra Hamilton
Keyword(s):  
Academic Performance ◽  
University Students ◽  
Perceived Stress ◽  
Somatic Symptoms ◽  
Performance Outcomes ◽  
Psychological Wellbeing ◽  
Adaptive Responses ◽  
Coping Behaviors ◽  
Physical Wellbeing ◽  
And Performance

Background: Emerging evidence indicates that holding particular stress mindsets have favorable implications for peoples’ health and performance under stress. Purpose: The aim of the current study was to examine the processes by which implicit and explicit stress mindsets relate to health- and performance-related outcomes. Specifically, we propose a stress beliefs model in which somatic responses to stress and coping behaviors mediate the effect of stress mindsets on outcomes. Methods: Undergraduate university students (N = 218, n = 144 female) aged 17 to 25 years completed measures of stress mindset, physical and psychological wellbeing, perceived stress, somatic responses to stress, proactive behaviors under stress, and an implicit association test assessing an implicit stress mindset. At the end of the semester, students’ academic performance was collected from university records. Results: Path analysis indicated significant indirect effects of stress mindset on psychological wellbeing and perceived stress through proactive coping behaviors and somatic symptoms. Stress mindset directly predicted perceived stress and physical wellbeing, and physical wellbeing and academic performance were predicted by stress mindset through perceived somatic symptoms. Implicit stress mindset did not predict proactive behavior as anticipated. Conclusions: Current findings indicate that behaviors with the goal of proactively meeting demands under stress and perceived somatic symptoms are important mediators of the effect of stress mindset on health- and performance-related outcomes. The findings from this study provide formative data which can inform the development of future interventions aiming to encourage more adaptive responses to stress.

scholarly journals Stress, Sleep and Performance in International and Domestic University Students

2021 ◽  
Vol 12 (1) ◽  
Author(s):  
Corinne Pei Yun Tan ◽  
Kenneth Mark Greenwood
Keyword(s):  
Academic Performance ◽  
University Students ◽  
Sleep Quality ◽  
Perceived Stress ◽  
Acculturative Stress ◽  
Poor Sleep ◽  
Domestic Students ◽  
And Performance ◽  
The University ◽  
The Relationship

Stress and poor sleep quality are serious and common problems among university students that could have detrimental effects on their academic performance. International students may experience greater difficulty than domestic students because they also need to deal with the challenges associated with moving to a new culture. The present study aimed to investigate the relationship between stress (perceived and acculturative), sleep quality and academic performance by comparing them between international and domestic students. Perceived stress negatively correlated with sleep quality. However, no relationship was found between acculturative stress and sleep quality, between sleep quality and academic performance, and between stress (perceived and acculturative) and academic performance. Differences on perceived stress and sleep quality between international and domestic students were found. Perceived stress was found to be an important factor that requires the university to focus on effective stress management programs that could be useful for achieving better sleep quality.

Apathy and Academic Failure among Students: Results of a Pilot Longitudinal Study

2021 ◽  
pp. 187-200
Author(s):  
A.A. Zolotareva ◽  
Keyword(s):  
Risk Factor ◽  
Academic Performance ◽  
University Students ◽  
Perceived Stress ◽  
Academic Motivation ◽  
Academic Failure ◽  
Educational Institutions ◽  
Boredom Proneness ◽  
Academic Control ◽  
Study Engagement

The current study was aimed to examine the impact of psychological adjustment / maladjustment on the academic performance of Russian university students. Previous studies have shown that academic performance is closely related to alienation from study, study engagement, academic motivation, perceived stress, academic control, and boredom proneness. Some researchers also have suggested that adolescent apathy may be the risk factor for academic failure among university students. In turn, the American psychologist R. Handelman defined adolescent apathy as a specific state of lack of goal-setting, energy and interest, indifference to changes and experience of difficulties in making decisions in young adults [27]. In September 2019, 103 students (73 females and 30 males) aged 16 to 21 years from several Moscow universities filled out instruments assessing adolescent apathy, alienation from study, study engagement, academic motivation, perceived stress, academic control, and boredom proneness. The study was conducted at seminars in psychological disciplines. All study participants received bonus points in these disciplines. In January 2019, based on the results of the examination session, an average score was calculated for each study participant. This score became a criterion for academic performance of university students. There were no statistically significant age and gender differences in the scores of psychological adjustment / maladjustment. The one-way analysis of variance (ANOVA) revealed that adolescent apathy was the single indicator that affects the academic performance of university students. Thus, the higher scores of adolescent apathy university students showed at the beginning of the academic year, the lower the average scores they received for the first exam session. Based on these data, it was concluded that adolescent apathy is a risk factor for academic failure and can serve as a target for preventive and interventional measures related to academic failure among Russian university students. Currently, in foreign practice, programs and recommendations are being developed and implemented for teachers of higher educational institutions who are faced with the adolescent apathy outcomes. Perhaps this study, which has proved the importance of adolescent apathy in the context of academic failure among university students, will be the first step towards the development and implementation of similar programs and recommendations for Russian educational institutions.

scholarly journals The Association Between Stress Mindset and Physical and Psychological Wellbeing: Testing a Stress Beliefs Model in Police Officers

2020 ◽  
Author(s):  
Jacob J Keech ◽  
Kaitlyn L. Cole ◽  
Martin S Hagger ◽  
Kyra Hamilton
Keyword(s):  
Perceived Stress ◽  
Police Officers ◽  
Somatic Symptoms ◽  
Proactive Coping ◽  
Psychological Wellbeing ◽  
Cross Sectional Survey ◽  
Cross Sectional ◽  
Effects Of Stress ◽  
Emergency Service Workers ◽  
Coping Behaviours

Objective: Emergency service workers like police officers experience high levels of stress in the course of their regular duties. Holding particular stress mindsets may help to mitigate the deleterious effects of stress and promote wellbeing in workers experiencing regular stress. The study aimed to examine the processes by which stress mindsets relate to health and wellbeing in police officers. A stress beliefs model in which perceived somatic symptoms and coping behaviours mediate effects of stress mindsets on outcomes was tested. Design: Police officers (N=134) completed an online cross-sectional survey. Main outcome measures: Perceived somatic symptoms, proactive coping behaviours, physical and psychological wellbeing, and perceived stress. Results: Bayesian path analysis with informative priors revealed indirect effects of stress mindsets on psychological wellbeing and perceived stress through proactive coping behaviours and perceived somatic symptoms. Physical and psychological wellbeing, and perceived stress were predicted by stress mindsets directly, and through perceived somatic symptoms. Conclusion: The findings support model predictions that behaviours aimed at proactively meeting demands and perceived somatic symptoms mediated the relationship between stress mindset and health-related outcomes. The findings provide further foundational knowledge on mechanisms through which stress mindset is associated with outcomes and can inform future longitudinal and experimental research.

Long-Term Outcomes of ADHD: Academic Achievement and Performance

2015 ◽  
Vol 24 (1) ◽  
pp. 73-85 ◽  
Author(s):  
L. Eugene Arnold ◽  
Paul Hodgkins ◽  
Jennifer Kahle ◽  
Manisha Madhoo ◽  
Geoff Kewley
Keyword(s):  
Academic Performance ◽  
Academic Outcomes ◽  
School Environment ◽  
Performance Outcomes ◽  
Achievement Test ◽  
Published Data ◽  
Long Term Effects ◽  
And Performance ◽  
Test Outcomes

Objective: The aim of this study was to synthesize published data regarding long-term effects of ADHD on information learned (measured via achievement tests) and success within the school environment (academic performance). Method: A systematic search identified 176 studies (1980-2012) of long-term (≥2 years) academic outcomes with ADHD. Results: Achievement test outcomes (79%) and academic performance outcomes (75%) were worse in individuals with untreated ADHD compared with non-ADHD controls, also when IQ difference was controlled (72% and 81%, respectively). Improvement in both outcome groups was associated with treatment, more often for achievement test scores (79%) than academic performance (42%), also when IQ was controlled (100% and 57%, respectively). More achievement test and academic performance outcomes improved with multimodal (100% and 67%, respectively) than pharmacological (75% and 33%) or non-pharmacological (75% and 50%) treatment alone. Conclusion: ADHD adversely affects long-term academic outcomes. A greater proportion of achievement test outcomes improved with treatment compared with academic performance. Both improved most consistently with multimodal treatment.

scholarly journals Multitasking behavior in online classrooms and academic performance: case of university students in Ecuador during COVID-19 outbreak

2020 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Aldo Alvarez-Risco ◽  
Alfredo Estrada-Merino ◽  
María de las Mercedes Anderson-Seminario ◽  
Sabina Mlodzianowska ◽  
Verónica García-Ibarra ◽  
...  
Keyword(s):  
Academic Performance ◽  
University Students ◽  
Self Efficacy ◽  
Online Survey ◽  
Performance Outcomes ◽  
Partial Least Square ◽  
Least Square ◽  
Equation Modeling ◽  
Content Type ◽  
Online Classrooms

Purpose This paper aims to explore university students' multitasking behavior in online classrooms and their influence on academic performance. Also, the study examined students' opinions. Design/methodology/approach A total of 302 university students fulfilled an online survey. Ten questions were focused on demographic information, five items evaluated online class behavior of students, 9 items evaluated self-efficacy and four items measured academic performance. Findings Multitasking behavior was found to negatively influence self-efficacy of −0.332, whereas self-efficacy showed a positive influence of 0.325 on academic performance. Cronbach's alpha and average variance extracted values were 0.780 and 0.527 (multitasking behavior), 0.875 and 0.503 (self-efficacy), 0.781 and 0.601 (academic performance). Outcomes of the bootstrapping test showed that the path coefficients are significant. Originality/value The research findings may help university managers understand undergraduates’ online and face-to-face behavior and strategies to improve the behavior to ensure the best academic outcomes. The novelty is based on using the partial least square structural equation modeling technique.

scholarly journals Perceived stress among university students in Oman during COVID-19-induced e-learning

2021 ◽  
Vol 28 (1) ◽  
Author(s):  
Mustafa Malik ◽  
Sarfaraz Javed
Keyword(s):  
Academic Performance ◽  
University Students ◽  
Perceived Stress ◽  
Online Courses ◽  
High Stress ◽  
Significant Negative Correlation ◽  
Health Issues ◽  
E Learning ◽  
The University ◽  
The Impact

Abstract Background Higher education institutions across the world moved to e-learning in response to the disruptions caused by the pandemic. While e-learning has an advantage for students that they can attend to their courses from anywhere at their convenience, yet the sudden disruptive shift to e-learning during the pandemic saw students facing many challenges, which had strong ability to induce mental health issues among the students. This study aimed at examining the impact of COVID-19-induced e-learning on the university students’ stress perceptions in Oman. Results A total of 966 usable responses were received. The results showed that 96.9% (moderate stress = 82.5% and high stress = 14.4%) reported having experienced stress through e-learning during COVID-19. The results further indicated that there was a significant negative correlation between perceived stress and the students’ academic performance. The family support and institutional support were observed to have a significant effect on students’ stress perception. Conclusions Students are away from the physical campuses over a year now, continuing their courses and programs online. The numerous challenges they are facing through e-learning, together with the prevailing uncertainty, have intensified stress among them. The continued stress over time will not only affect their academic performance, but their mental and physical health as well, as the stress has proven to be one of the major causes of various physical and mental disorders. While e-learning seems to emerge as a new normal, the students require proper attention, help, and support from their families and institutions. The institutions should revisit their online courses and program delivery mechanisms, methods, and practices to ensure that students are not over stressed.

scholarly journals The Influence of University Students’ Stress Mindsets on Health and Performance Outcomes

2018 ◽  
Vol 52 (12) ◽  
pp. 1046-1059 ◽  
Author(s):  
Jacob J Keech ◽  
Martin S Hagger ◽  
Frances V O’Callaghan ◽  
Kyra Hamilton
Keyword(s):  
University Students ◽  
Performance Outcomes ◽  
And Performance

scholarly journals Relationship among Perceived Stress, Life Satisfaction and Academic Performance of Education Sciences Students of the University of Jaén after the COVID 19 Pandemic

2021 ◽  
Author(s):  
María Teresa Ocaña-Moral ◽  
Óscar Gavín-Chocano ◽  
Eufrasio Pérez-Navío ◽  
María del Carmen Martínez-Serrano
Keyword(s):  
Life Satisfaction ◽  
Academic Performance ◽  
University Students ◽  
Stress Management ◽  
Perceived Stress ◽  
Satisfaction With Life ◽  
Management Strategies ◽  
Satisfaction With Life Scale ◽  
Cross Sectional ◽  
The University

The circumstances arising from the exceptional situation caused by the COVID-19 pandemic have affected all socioeconomic areas in the last two years. The field of Education has not been an exception and the management of the situation seems to have caused an increase in the level of perceived stress of university students. On this basis, this research that aims, first, to analyze the student’s level of perceived stress during the de-escalation and return to normality period, secondly, to evaluate its relationship with life satisfaction and, finally, to detect the students' needs in stress management, has been developed. An exploratory-descriptive study of quantitative and cross-sectional nature has been carried out. 222 university students of the Childhood and Primary Education Degrees of the University of Jaén (Spain) have participated. The instruments, Perceived Stress Scale (PSS) and Satisfaction with Life Scale (SWLS) have been used. The results show a moderate and partial relationship among the dimensions of the used instruments. The obtained coefficients of determination are, Academic Performance (r² = .019) and Life Satisfaction (r² = .402), with a mean square error (SRMR) of .079. These findings show the need to develop actions within the university training program in effective stress management strategies.

scholarly journals Relationship among Perceived Stress, Life Satisfaction and Academic Performance of Education Sciences Students of the University of Jaén after the COVID-19 Pandemic

2021 ◽  
Vol 11 (12) ◽  
pp. 802
Author(s):  
María Teresa Ocaña-Moral ◽  
Óscar Gavín-Chocano ◽  
Eufrasio Pérez-Navío ◽  
María del Carmen Martínez-Serrano
Keyword(s):  
Life Satisfaction ◽  
Academic Performance ◽  
University Students ◽  
Stress Management ◽  
Perceived Stress ◽  
Satisfaction With Life ◽  
Management Strategies ◽  
Satisfaction With Life Scale ◽  
Cross Sectional ◽  
The University

The circumstances arising from the exceptional situation caused by the COVID-19 pandemic have affected all socioeconomic areas in the last two years. The field of Education has not been an exception, and the management of the situation seems to have caused an increase in the level of perceived stress of university students. On this basis, this research that aims, first, to analyze the student’s level of perceived stress during the de-escalation and return to normality period, secondly, to evaluate its relationship with life satisfaction and, finally, to detect the students’ needs in stress management, has been developed. An exploratory-descriptive study of quantitative and cross-sectional nature has been carried out. A total of 222 university students of the Childhood and Primary Education Degrees of the University of Jaén (Spain) have participated. The instruments, Perceived Stress Scale (PSS) and Satisfaction with Life Scale (SWLS) have been used. The results show a moderate and partial relationship among the dimensions of the used instruments. The obtained coefficients of determination are, Academic Performance (r² = 0.019) and Life Satisfaction (r² = 0.402), with a mean square error (SRMR) of 0.079. These findings show the need to develop actions within the university training program in effective stress management strategies.

scholarly journals Differences in academic self-efficacy, psychological wellbeing and achievement drive in university students with high and low academic performance

2018 ◽  
Vol 35 (1) ◽  
pp. 7-17 ◽  
Author(s):  
Diana Irasema Cervantes Arreola ◽  
◽  
María Dolores Valadez Sierra ◽  
Angel Alberto Valdés Cuervo ◽  
Jesús Tánori Quintana ◽  
...  
Keyword(s):  
Academic Performance ◽  
University Students ◽  
Self Efficacy ◽  
Psychological Wellbeing ◽  
Academic Self Efficacy
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