The purpose of the study was to compare the academic stress of freshmen in a community college with that of freshmen in a university. An additional purpose was to determine if gender, ethnicity, or semester course load was related to perceived academic stress. The sample consisted of a total of 303 university and community college freshmen from English and Psychology classes at the University of North Texas and Richland Community College during the spring semester, 1989. The instrument that was administered to these volunteer students was the Academic Stress Test, a 35-item checklist of possible academic stressors. The students were asked to check the items which were perceived by them to be stressful and had occurred during the current semester. The T-statistic was used to analyze the total mean stress score for each variable being considered. Multiple regression was used to determine if there was any possibility that the variables might have a predictive effect for academic stress. It was found that for these freshmen students there was a significant difference between the perceived academic stress of community college freshmen and university freshmen. The mean academic stress score for university freshmen was higher than the mean for community college freshmen. Likewise, the perceived academic stress of females was significantly higher than that of males, and higher for those taking more semester hours than for those taking fewer semester hours. There was found to be no significant difference in the perceived academic stress of white and non-white freshmen college students.

A healthy academic community is essential for the creation of an environment favourable to the development of managerial competence in education. The objective of this study was to investigate the relationship between burnout and coping strategies of academic managerial personnel at a tertiary education institution. A cross-sectional survey design was used. The study population consisted of 70 academic managers at a tertiary education institution from the job levels of departmental heads, directors of schools and deans of faculties. The COPE questionnaire and Maslach Burnout Inventory - General Survey were administered. Statistical analysis was carried out with the SAS-program. Cronbach alpha coefficients, inter-item correlations and confirmatory factor analysis were used to assess the reliability and validity of the measuring instruments. Descriptive statistics were used to analyse the data. Pearson product-moment correlation coefficients were used to specify the relationships between the variables. Canonical correlation was used to determine the relationships between the dimensions of burnout and coping strategies. The results indicate that in general, academic managerial personnel at a tertiary education institution in South Africa experience low levels of burnout. A positive correlation between active coping and both exhaustion and professional efficacy were found. A positive correlation was also found between focus on and venting of emotions and exhaustion. More specifically, the results show that active coping, planning and positive reinterpretation was associated with exhaustion and professional efficacy. It appears that academic managerial personnel utilise both problem-focused and emotion-focused coping strategies, and the coping strategies of planning, active coping and positive reinterpretation and growth were used most often to deal with potential stress factors. Recommendations for the organisation and future research were made. / Thesis (M.A. (Industrial Psychology))--Potchefstroom University for Christian Higher Education, 2003

A healthy academic community is essential for the creation of an environment favourable to the development of managerial competence in education. The objective of this study was to investigate the relationship between burnout and coping strategies of academic managerial personnel at a tertiary education institution. A cross-sectional survey design was used. The study population consisted of 70 academic managers at a tertiary education institution from the job levels of departmental heads, directors of schools and deans of faculties. The COPE questionnaire and Maslach Burnout Inventory - General Survey were administered. Statistical analysis was carried out with the SAS-program. Cronbach alpha coefficients, inter-item correlations and confirmatory factor analysis were used to assess the reliability and validity of the measuring instruments. Descriptive statistics were used to analyse the data. Pearson product-moment correlation coefficients were used to specify the relationships between the variables. Canonical correlation was used to determine the relationships between the dimensions of burnout and coping strategies. The results indicate that in general, academic managerial personnel at a tertiary education institution in South Africa experience low levels of burnout. A positive correlation between active coping and both exhaustion and professional efficacy were found. A positive correlation was also found between focus on and venting of emotions and exhaustion. More specifically, the results show that active coping, planning and positive reinterpretation was associated with exhaustion and professional efficacy. It appears that academic managerial personnel utilise both problem-focused and emotion-focused coping strategies, and the coping strategies of planning, active coping and positive reinterpretation and growth were used most often to deal with potential stress factors. Recommendations for the organisation and future research were made. / Thesis (M.A. (Industrial Psychology))--Potchefstroom University for Christian Higher Education, 2003

The COVID-19 pandemic has extensively impacted upon society and limited opportunities for social interaction due to government regulations. University students have been required to adapt to a transition from classroom to online based learning, with a subsequent loss of resources and study-specific venues for social interaction. In general, university students are identified as being at increased risk of experiencing mental health issues; social isolation and loneliness incurred as a result of the COVID-19 pandemic can further contribute to students’ vulnerability. The present study explores student attitudes concerning the transition to online studies using the theoretical foundation of Challenge and Threat states, and examines the utility of Written Emotional Disclosure to improve student coping. The study was undertaken with 45 students (23 women, 22 men; aged between 18-35 years) attending Umeå University. Data were collected during the completion of an online based expressive writing intervention. Participants were instructed to write about their experience of the transition to online studies, and reflect upon how they could develop strategies to cope with possible academic difficulties. Participants also reported levels of general anxiety, positive and negative affect, emotional and social loneliness, challenge, threat, worry, and confidence. Data analysis revealed that students’ reporting heightened levels of general anxiety as well as emotional loneliness were more likely to experience the transition as threatening and were more prone to excessive worry. No statistically significant intervention effects were found. Limitations of the present study are discussed and future research is proposed. / COVID-19-pandemin har påverkat samhället i stor utsträckning och de införda restriktionerna har begränsat möjligheterna till social interaktion. Universitetsstudenter har varit tvungna att ställa om till onlinestudier, med förlust av resurser och studiespecifika sociala sammanhang som följd. Universitetsstudenter är en riskgrupp när det kommer till mental ohälsa; social isolering och ensamhet till följd av COVID-19-pandemin kan ytterligare bidra till elevernas sårbarhet. Denna studie har undersökt studenters attityder gentemot övergången till onlinestudier utifrån teorin om Challenge- and Threat states och om Written Emotional Disclosure kan förbättra studenternas coping. Undersökningen genomfördes med 45 studenter (23 kvinnor, 22 män, i åldern 18-35 år) som studerade vid Umeå universitet. Data samlades in genom en onlinebaserad skrivövning. Deltagarna instruerades att skriva om sina erfarenheter av övergången till onlinestudier och reflektera över hur de kunde utveckla strategier för att hantera eventuella svårigheter. Deltagarna rapporterade också nivåer av positiva och negativa affekter, emotionell och social ensamhet, challenge, threat, oro och självförtroende. Analyser visade på att studenter med högre nivåer av ångest och emotionell ensamhet var mer benägna att uppleva övergången till onlinestudier som mer hotfull och oroade sig i högre utsträckning kring densamma. Inga statistiskt signifikanta interventionseffekter hittades. Denna studies begränsningar diskuteras och fokus för framtida forskningsområden föreslås

abstract: Despite high levels of academic achievement as a group (Ryan & Bauman, 2016), Asian American students face many challenges, including academic stress (Flatt, 2013; Liu, 2002) and depression (Aczon-Armstrong, Inouye, & Reyes-Salvail, 2013; Wang & Sheikh-Khalil, 2014). The purpose of this study was to examine self-beliefs (academic self-efficacy and independent self-construal) and family and cultural variables (perceived parental expectations for academic achievement and internalization of the model minority myth) that may affect the academic stress and depression experienced by Asian American undergraduates. A national sample of 314 participants (221 female, 89 male, 4 nonbinary) who self-identified as Asian American undergraduates were recruited online and through word of mouth. They completed assessments of six constructs: Academic self-efficacy, independent self-construal, perceived parental expectations for academic achievement, internalization of the model minority myth, academic stress, and depression. Hierarchical multiple regression analyses revealed that of the two self-beliefs, only academic self-efficacy was a predictor of academic stress and depression. The greater the students’ academic self-efficacy, the less academic stress and depression they reported. Independent self-construal was not a significant predictor. Additionally, perceived parental expectations for academic achievement also predicted academic stress and depression. The more students perceived that their parents had high expectations for their academic achievement, the more they experienced academic stress and depression. The cultural variable, internalization of the model minority myth, was not a predictor of academic stress or depression. A moderated hierarchical regression examining whether academic self-efficacy and independent self-construal moderated the relation between perceived parental expectations for academic achievement and academic stress and depression revealed no moderation effects. The importance of academic self-efficacy is discussed in the context of cognitive theory that posits that thoughts and beliefs affect behaviors and emotions. In addition, cognitive theory is used to explain perceived parental expectations for academic achievement, as these are perceptions and beliefs about others, as related to one’s self. That the internalization of the model minority myth was not related to depression and academic stress is discussed. Limitations and clinical implications for working with Asian Americans with academic stress and depression are also discussed. / Dissertation/Thesis / Doctoral Dissertation Counseling Psychology 2019

Le travail de thèse présenté ici s’intéresse au syndrome d’épuisement ou burnout chez l’adolescent, dans les liens qu’il entretient avec le stress scolaire, et par rapport à la pathologie dépressive. L’étude s’articule autour de deux axes. Le premier, quantitatif, aboutit à l’obtention de résultats statistiques quant aux liens qu’entretiennent entre elles les trois variables auprès d’un échantillon de 1006 lycéens. Le second, qualitatif et longitudinal, consiste en une vingtaine d’études de cas s’appuyant sur des entretiens semi-directifs et sur les tests projectifs du Rorschach et du TAT. Au niveau statistique, les trois variables démontrent un lien significativement positif. Le stress scolaire explique le burnout et le burnout explique la symptomatologie dépressive. Le burnout est médiateur entre le stress scolaire et la symptomatologie dépressive. Un syndrome d’épuisement « scolaire » est observé chez les lycéens. Il se différencie de la dépression par la nature exclusivement exogène de sa source pathogène qu’est le stress chronique scolaire. Il s’inscrit essentiellement dans le lien intersubjectif de travail. Le burnout n’est pas lié à une organisation ou structure psychique particulière. Les liens de ce syndrome à un facteur pathologique tel que celui de la dépression ont ainsi pu être identifiés, et permettent de dégager des pistes de prévention et/ou de prise en charge thérapeutique. / The present thesis investigates the links between burnout, academic stress and depression among adolescents. The study is based on two main approaches. In the first approach, quantitative and statistics results are obtained about the links between the three main variables within a sample of 1006 high school students. In the second approach, around twenty qualitative and longitudinal case studies are conducted using semi-directional interviews and projective Rorschach and TAT tests. Statistically, the three main variables show significant positives links. Burnout is explained by academic stress and depressive symptomatology is explained by burnout. Burnout is a mediator between academic stress and depressive symptomatology. A “school burnout” is indeed observed among high school students. It differs from depression by its exclusive exogenous pathogenic academic stress causality. It mainly roots on the work inter-subjective bonds. Burnout is independent from a specific psychic organization or structure. Burnout and depression links have thus been identified, allowing to consider prevention and/or therapeutic perspectives.

This study focuses on the stress perception, stressful academic situations, andstress management strategies in studies of Swedish and Peruvian students from ateacher-training program. The research design that is applied for this purpose iscomparative. The sample includes Swedish and Peruvian second year students andadministrative staff from a teacher-training program. The research instruments arequestionnaires and interviews.Percepción de estrés, experiencias académicasestresantes y afrontamiento en los estudiosUna investigación comparativa entre estudiantesde educación de Perú y SueciaMaría del PilarGonzález VigilEducación Vol. XVII, N° 32, marzo 2008, pp. 49-66 / ISSN 1019-940350Educación Vol. XVII, N° 32, 2008 / ISSN 1019-9403María del Pilar González VigilThe main findings of this study indicate that in spite of the cultural differences,both groups of students present as many similarities as differences. On theone hand, Swedish and Peruvian students present some similarities consideringspecific stressful academic situations; their perception of stress as negative intheir academic performance, emotional state and health; their variable competenceto manage stress in studies; and their desire for having a course on stressmanagement. On the other hand, both groups manifest a particular profile in theway they perceive stress, experience specific stress effects, and manage stressfulacademic situations. These findings show the importance of education in stressmanagement strategies, taking cultural differences into account. This will allowstudents to handle stressful academic situations and deliver performance accordingto their capacities. / La investigación a continuación se enfoca en describir la experiencia de estrés académicode estudiantes peruanos y suecos que cursan el segundo año de la carrerade Educación. La investigación es de tipo comparativo y analiza cualitativamentela información recolectada mediante un cuestionario de preguntas abiertas, creadopara esta investigación, además de entrevistas realizadas al personal administrativode las universidades de la muestra.Los resultados indican que los estudiantes peruanos y suecos coinciden en lassituaciones académicas que consideran estresantes, en su percepción negativa delos efectos del estrés en su desempeño, salud y estado de ánimo, y en su interés enun curso sobre afrontamiento. En cambio, los estudiantes difieren considerablementeen su forma de definir el estrés, en algunos efectos negativos específicos yen sus estilos de afrontamiento.Finalmente, esta investigación señala la importancia de formar a los estudiantesen el tema de estrategias de afrontamiento teniendo en cuenta sus característicasculturales, porque de esta manera podrán manejar adecuadamente las situacionesacadémicas estresantes y sus desempeños reflejarán sus capacidades.