Doctor of Education / Department of Educational Leadership / Sarah Jane Fishback / This qualitative case study described the incidence of stress in the lives of Army officers, and its effect on their learning experiences at the Army‘s Command and General Staff College (CGSC). It described the experiences of officers who have completed multiple combat deployments and coped with the effects of combat related stress in an academic environment. The study further illuminated a number of issues surrounding combat related stress and learning, and framed them using the words of the eleven United States Army Command and General Staff College student participants. This qualitative case study combined the interviews of the eleven students with other members of the Fort Leavenworth, Kansas Army community to include an Army psychiatrist, a Department of Army civilian psychologist, a CGSC faculty focus group, and an Army chaplain. All of the Army officers in the study are combat veterans with an average of over 23 months of combat. This case study confirmed that being in an academic environment increased the stress levels of even combat veterans. This research further confirmed levels of anger, alcohol usage, and sleeplessness among CGSC students and its effect on their learning. It identified the impact of transitions, dual enrollment, and social functioning in family settings, as well as confirming that there is still a continued stigma associated with Soldiers seeking assistance for mental health. The stigma is exacerbated by inaccurate reporting and a culture that reflects a lack of support within certain levels of the service. This study contributes to the current body of knowledge and provides additional information and insights on the effects of combat related stress on learning. Finally, this study is relevant, germane, and timely given the number of Soldiers who have been repeatedly exposed to combat operations. This exposure to combat exponentially increases the incidence of combat related stress in their lives.

Test taking can produce elevated stress and anxiety, with subsequent negative influences on test performance. This has been a focus of prior research. However, only a few studies have explored how coping strategies and perceived social support affect relationships between academic stress, test anxiety, and test performance particularly in China. Therefore, this study investigated relationships among academic stress, test anxiety, coping strategies, perceived social support and test performance in a Chinese high school sample. Specifically, this study tested the moderating effects of coping strategies and perceived social support on the relationships between academic stress, test anxiety, and test performance. Four hundred and fifty Chinese high school students completed four surveys: 1) Test Anxiety Inventory (TAI; Spielberger et al., 1980) - Chinese Version, 2) Academic Stress Scale (ASS; Kohn & Frazer, 1986)-Chinese Version, 3) Simplified Coping Styles Questionnaire (SCSQ; Xie, 1998), and 4) A revised Chinese version of the Multi-dimensional Scale of Perceived Social Support (MSPSS; Zimet, Dahlem, Zimet, & Farley, 1998). Scores from the pre-National College Entrance Exam (pre-NCEE) were obtained from the school. Hierarchical multiple regressions indicated that academic stress was positively related to students’ test anxiety and negatively related to their academic test performance. Test anxiety had a negative relationship to test performance. While active coping was not found to moderate the relationships among academic stress, test anxiety, and academic performance, perceived parent support and perceived other support moderated the relationships between test anxiety and test performance as well as between academic stress and test anxiety. These moderation effects were in a different direction than predicted as there were stronger relationships between test anxiety and test performance, and between academic stress and test anxiety, when students reported higher levels of perceived parent support or other support. This study contributes to the research literature by exploring the integrative relationships among academic stress, test anxiety, test performance, coping strategies, and perceived social support. Findings of this study and related literature are considered for public policy and the design of training programs aimed at assisting Chinese high school students cope with academic stress and test anxiety.

El objetivo del presente estudio consistió en validar la Escala de Percepción Global de Estrés en una muestra peruana de universitarios de un programa nacional de becas. El proceso de adaptación consideró la doble traducción a partir de la versión original, la comparación lingüística con la adaptación chilena y mexicana, así como la revisión por jueces. Asimismo, se aplicó una prueba piloto. Los participantes fueron 332 becarios universitarios. Los resultados del Análisis Factorial Confirmatorio confirmaron el modelo bifactorial de la EPGE-13. Asimismo, se obtuvieron evidencias de validez divergente y convergente utilizando el SPANAS. La confiabilidad estimada de los puntajes generados por el instrumento fueron α=.79 para el factor de eustrés y α= .77 para el factor de distrés. Los resultados demográficos indicaron mayor presencia de estrés percibido en mujeres que en hombres. No se observaron diferencias entre el estrés y el lugar de procedencia. / The present study aims to validate the Global Perceived Stress Scale on a Peruvian college students sample, involving young scholars of a state-funded program. The adaptation process involved a double translation from the original version, a linguistic comparison using the scales adapted in Chile and Mexico, and judgement criteria, as well as a pilot test. Participants were 332 college scholarship students. Results with the Confirmed Factorial Analysis confirmed the bifactorial model of the EPGE-13. Moreover, convergent and divergent validity was done with the SPANAS test. Likewise, the scale demonstrate adequate reliability (internal consistency, α = .79 for the factor of eustress and α = .77 for the factor of distress). Demographic results indicated that there was more perceived stress in women than in men. There were no significant differences in stress according to birthplace.

abstract: Native Americans reported the least number of degree completion than any other population in the United States. Native American students experience multiple challenges while in college making them a high-risk population for college departure. This study used two hierarchical multiple regression to explore the relationship between non-cognitive factors (financial concerns, family support for education, cultural involvement, ethnic identity, academic self-efficacy) with both academic stress and academic persistence decisions from a combined sample of 209 Diné college students attending two tribal colleges on the Navajo reservation. Two-week test-retest reliabilities were calculated for three scales: family support for education, financial concerns, and Dine’ cultural involvement. The Multidimensional Inventory of Black Identity Scale was modified to measure two facets of ethnic identity (centrality and private regard) for Diné students. Academic Self-Efficacy was measured by the College Self-Efficacy Inventory. The Daily Hassles Index for College Stress was used to measure academic stress and the Persistence/Voluntary Dropout Decisions Scale was measured academic persistence decisions. Due to its suppression effect on the relation of private regard and academic stress, centrality was not included in the hierarchical regression predicting academic stress; however, it was included in the prediction of academic persistence decisions. Diné students reported high scores for family support for education that suggested that generally the students at Dine’ College perceived that their families as being supportive and encouraging their efforts to get their college degree. In the hierarchical regression predicting academic stress, in step one more cultural involvement and fewer financial concerns predicted less academic stress. In the final model, only fewer financial concerns and greater academic self-efficacy predicted less academic stress. In the hierarchical regression predicting academic persistence decisions, private regard and academic self- efficacy were significant, positive predictors of persistence decisions. These findings are discussed in light of the role counseling psychologists can play in addressing financial concerns, ethnic identity, and academic self-efficacy among Dine’ students in order to decrease their academic stress and increase their positive decisions about staying in school. / Dissertation/Thesis / Doctoral Dissertation Counseling Psychology 2018

abstract: Academic achievement among Asians has been widely recognized in the literature, but the costs of this success may be tied to significant mental health consequences. Three samples of undergraduate students in India were recruited from cities such as Chennai, Kerala, and Delhi totaling 608 (303 male, 301 females). Both online and in class recruitment occurred. There were three main purposes of this study: 1) to construct a quantitative measure of parental pressure, 2) to evaluate whether self-esteem was a potential buffer of the negative impacts of parental pressure and academic stress, and 3) to understand better the factors impacting suicidality among adolescents in India by testing a path model of possible predictors suggested by the literature. Prevalence data of suicidal ideation and attempt history were also collected. Reporting on their experience over the past six months, 14.5% (n = 82) of the participants endorsed suicidal ideation and 12.3% (n = 69) of the participants admitted to having deliberately attempted to hurt or kill themselves. Five constructs were explored in this study: parental pressure, academic stress, depression, suicidality, and self-esteem. The Parental Pressure for Success Scale, designed for this study, was used to measure parental pressure. The Educational Stress Scale-Adolescents was used to measure academic stress. The Center for Epidemiological Studies-Depression scale was used to measure depressive symptomology. Two items from the Youth Self-Report Checklist were used as a measure of suicidality in the past six months. The Rosenberg Self-esteem Scale was used to measure global self-esteem. Preliminary support for the reliability and validity of the Parental Pressure for Success Scale was found. While self-esteem was not a significant moderator in this study, it was a predictor of both stress and depression. Results of the path analysis indicated that parental pressure predicted academic stress, stress predicted depression, and depression predicted suicidality. Parental pressure indirectly predicted suicidality through academic stress and depression. Results were discussed in the context of cultural influences on study findings such as the central role of parents in the family unit, the impact of cultural valuing of education, collectivistic society, and the Hindu concept of dharma, or duty. / Dissertation/Thesis / Doctoral Dissertation Counseling Psychology 2014

The abuse of prescription stimulants among college students is a growing public health concern. While these substances are often viewed as safe, “smart drugs”, they are associated with a number of maladaptive outcomes, ranging from poorer academic performance to cardiovascular incidents and even death. To date, the majority of research on the abuse of these substances have focused on demographic factors which are not amenable to intervention, such as race, Greek organization status, and class rank. The current study examined family factors, academic stress, and impulsivity as potential risk factors which are amenable to intervention. In a sample of 335 undergraduate students, no associations were found between family variables and prescription stimulant abuse or academic stress and prescription stimulant abuse. Inconsistent support was found for an association between impulsivity and prescription stimulant abuse.

This research aims to construct a strategy for the support and care of students coping with entrance examination and academic stress within the South Korean Youth Ministry, through a relationship-oriented care ministry. For the purpose of this research, the researcher has adopted Osmer's practical theological methodology, and has used focus group interviews, in the context of qualitative research. The structure of this research is as follows: Chapter 1 defines essential concepts: it begins with a statement of the problem; it follows with the formulation of the problem and its purpose, the hypothesis of this dissertation, an outline of its structure, a description of various pertinent concepts and the various research tasks. Chapter 2 looks at university entrance examinations and their role in the education system in South Korean society, and the entrance examination stress that high school students are experiencing as a result of the pressure placed on them by the pressure to excel in the entrance examination. The chapter describes both young people in the local churches, and the life they are facing as a result of the pressure placed on them by entrance examinations in the context of Korean society. Chapter 3 describes the concept and characteristics of young people, and also provides a general theological foundation for an understanding of the youth ministry in the local church. The chapter also deals with the relationship between caring for and supporting young people, and the youth ministry, as part of the body of Christ, as it occurs in in the local church. Chapter 4 strives to heed the voices of the young people in South Korean churches who are experiencing some sort of anxiety related to Entrance Examination Stress Syndrome, in order to ascertain precisely what is taking place. The focus group interview results indicate that young people's identities include a belief in being called by God to take the university entrance examination. This interpretation is from a reformed worldview perspective, and was identified by means of dialogue with the social support theory. As a new theological concept, the researcher also establishes the important role of the congregation that cultivates friendship and open channels of communication within its youth ministry, to establish the youths' identity as being called by God to the entrance examination. Chapter 5 is a discussion of the pragmatic task, which is the last of the four tasks of practical theology presented by Osmer (2008): the process of strategic action. Here, the researcher has attempted to create strategies, based on the relationship-oriented care ministry, to support students facing entrance examinations. These strategies are based on the concept of youths' identity as involving being called by God, and the inclusive congregational approach presented by Nel (2000:77-98). / Thesis (PhD)--University of Pretoria, 2016. / Practical Theology / PhD / Unrestricted

Akademisk stress bland studenter på universitetet har ökat samtidigt som samhällets krav och förväntningar i arbetslivet intensifieras. Ökningen av akademisk stress skapar behovet att införskaffa mer kunskap om vilka studierelaterade faktorer som kan vara bakomliggande och dess innebörd. Syftet med studien var att undersöka vilka faktorer, och dess innebörd, som är bakomliggande till akademisk stress bland lärarstudenter på universitetet. Metoden i studien var en kvalitativ intervjustudie med en tillhörande semistrukturerad intervjuguide där åtta deltagare intervjuades. Därefter utfördes en tematisk innehållsanalys med tillhörande teman och kategorier utefter deltagarnas svar. Resultatet som framkom i studien var att faktorerna otydlighet, osäkerhet, tidsbrist, stöttning, relevans, fritid och motivation är bakomliggande till akademisk stress bland lärarstudenter på universitetet. Slutsatsen av denna studie är att faktorernas innebörd och dess uppkomst visar att det behövs fortsatta undersökningar med olika inriktningar på tre nivåer: organisatorisk nivå, lärarmässig nivå, och studentnivå. / Academic stress among students at the university has increased at the same time as society´s demands and expectations in working life are intensified. The increase in academic stress creates the need to acquire more knowledge about which study-related factors may be underlying and its meaning. The purpose of the study was to investigate which factors, and their meaning, are underlying academic stress among student teachers at the university. The method in the study was a qualitative interview study in which eight participants were interviewed. Subsequently, a thematic content analysis was performed with associated themes and categories according to the participants´answers. The result that emerged in the study was that the factors ambiguity, uncertainty, lack of time, support, relevance, leisure and motivation are underlying the academic stress among teacher students at the university. The conclusion of this study is that the meaning of the factors and their origin show that further research is needed with different orientations at three levels: organizational level, teacher level and student level.

No description available.

Academic stress and the causes of such stress are subjects that are found in very few studies concerning student-athletes. Therefore, the purpose of this quantitative study is to determine how the following variables relate to academic stress and perceived stress either through correlations or differences--demographics, academic classification, major or field of study, athletic scholarship status, and season of sport (in- season/ out of season). An online questionnaire containing a Perceived Stress Scale and a Perception of Academic Stress scale were distributed to 151 student-athlete participants at a university in the southwest United States. The results indicated that biological sex has a significant relationship to perceived stress. No other variables were found significant to perceived stress or academic stress.