Dissertations / Theses: 'Academic stress'

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Idris, Mohd Kamel. "Occupational Stress in Academic life: A Study of Academics of Malaysian Public Universities." The University of Waikato, 2009. http://hdl.handle.net/10289/2597.

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Stress can lead to poor health and loss of productivity among employees across occupations. Stress does not only affect individuals but also organizations by causing work absence and staff turnover. Academics in Malaysian public universities are no exception. Due to the rapid developments in tertiary education, academics in Malaysian public universities are believed to be experiencing increased job demands that potentially lead to increased stress. This study was carried out to examine: i) the direct effect of role stressors (i.e. role overload, role ambiguity and role conflict) on strain; ii) the direct effect of strain on the outcomes of strain (i.e. cynicism, professional efficacy, and organizational commitment); iii) the moderation effects of organizational support, peer support, and self-efficacy on the relationships between role stressors and strain; iv) the mediation effect of strain on the relationship between role stressors and strain; and v) the mediation effect of outcomes of strain (i.e. cynicism, professional efficacy, and organizational commitment) on the relationship between strain and intention to leave among those academics. This study used a non-experimental two-wave panel design. Eleven of the 12 study variables were measured using pre-existing scales except for self-efficacy, iii which was measured by items specially developed for this study. A longitudinal survey with a six-month time interval yielded 357 respondents (academics) at time 1 and 210 respondents at time 2. Data were analyzed using multiple regression, hierarchical regression, and structural equation modeling (SEM) to test for direct effects, moderation effects and mediation effects respectively. The findings of this study indicate that academics who experienced increased levels of role stressors were more likely to have increased levels of strain. Subsequently, the strained academics were more likely to show higher levels of cynicism and lower levels of professional efficacy and organizational commitment. The predicted moderators (i.e organizational support, peer support, and self-efficacy) had no significant influence on the relationships between role stressors and strain. Mediation analyses consisted of two parts. In the first part, I found that strain strongly mediated the relationship between role ambiguity and outcomes of strain (i.e. cynicism, professional efficacy, and organizational commitment). In the subsequent mediation analysis, I found that cynicism and organizational commitment fully mediated the relationship between strain and intention to leave, but not professional efficacy.

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James, Christina. "Academic Stress in Student-Athletes." Thesis, University of North Texas, 2017. https://digital.library.unt.edu/ark:/67531/metadc984225/.

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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.

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Yumba, Wycliffe. "Academic Stress : A Case of the Undergraduate students." Thesis, Linköpings universitet, Institutionen för beteendevetenskap och lärande, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-81902.

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This study examined the perceptions of major of sources of academic stress among male and female undergraduates. Data were collected via a survey in which participated 100 students, with mean of age (M=23, 21) and standard deviation (SD=3, 27), varied in year in school, age and gender; and the statistical package for social sciences (SPSS) was used for data analysis. The survey consisted of 33 potential stressful situations, which were divided into 4 categories: Relations with other people sources of stress, personal sources of stress, academic sources of stress, and the environmental sources of stress. The results show the academic sources of stress appeared to be the most stressful for all the students due to the pressure originated from the course overloads, and the academic evaluation procedures. A variety of personal, familial, and social factors were also identified as least stressful stressors. The first year undergraduates, especially female students reported higher degree of stress than male students did. The findings from this study may be useful for further research on how these potential sources of stress influence the performance and the health of the students.

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Rodriguez, Gerardo. "Under Pressure: Academic Stress and the College Undergraduate." Thesis, Boston College, 2017. http://hdl.handle.net/2345/bc-ir:107920.

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Thesis advisor: Celeste Wells
It has been identified that academic stress is an issue plaguing college undergraduates across the country. A significant amount of academic stress can have a negative impact on both the physical and mental state of the individual. Six elements were identified as contributing to the make up of an individual’s stress profile and as a result, influenced the subsequent impact that academic stress may have on their daily life. Those elements included the following; definitions of stress, reactions to stress, timing, organizational strategies, support group and peer opinions. While the abundance of academic stress observed throughout colleges and universities is discouraging, its prevalence provides a large amount of data. By identifying the factors that contribute to the severity of academic stress, the avenues to a solution were identified as well. This study surveyed 16 participants at a large, private institution known for its academic rigor and competitive undergraduate environment thus rendering it an ideal setting for a study focused on academic stress
Thesis (BA) — Boston College, 2017
Submitted to: Boston College. College of Arts and Sciences
Discipline: Departmental Honors
Discipline: Communication

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Cox, Crystal Janell. "The Relationship Between Spirituality, Stress, and Academic Performance." Bowling Green State University / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1305258623.

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Schweden, Tabea L. K., Uwe Wolfradt, Sara Jahnke, and Jürgen Hoyer. "Depersonalization Under Academic Stress: Frequency, Predictors, and Consequences." Karger, 2018. https://tud.qucosa.de/id/qucosa%3A70648.

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Background: Based on the assumptions that depersonalization symptoms are relevant for test anxiety maintenance, we examined their frequency, psychological predictors, association with anxiety symptoms, and association with test performance. Sampling and Methods: In Study 1, 203 students rated their test anxiety severity and depersonalization in their last oral examination. In Study 2, we assessed test anxiety 1 week before an oral examination, depersonalization, safety behaviors, self-focused attention, and negative appraisals of depersonalization directly after the examination, and post-event processing 1 week later among 67 students. Results: In Study 1, 47.3% reported at least one moderate depersonalization symptom. In Study 2, test anxiety and negative appraisals of depersonalization significantly predicted depersonalization. Depersonalization was linked to a higher intensity of safety behaviors and post-event processing but not to self-focused attention. It was not related to performance. Conclusion: Results are limited by the non-random sampling and the small sample size of Study 2. However, by showing that depersonalization contributes to the processes the maintenance of test anxiety, the findings confirm that depersonalization – normally understood as an adaptive mechanism to cope with stressful events – can become maladaptive.

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MARTIN, JANAEA. "STRESS IN AN ACADEMIC ENVIRONMENT: THE UNDERGRADUATE EXPERIENCE." Diss., The University of Arizona, 1985. http://hdl.handle.net/10150/188034.

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This work investigated stress in an academic environment for undergraduate students from both quantitative and qualitative perspectives. For Study One, a Student Life-Style and Attitude Survey was administered to 375 undergarduate students. Factor Analyses extracted a total of 27 factors which were utilized in subsequent analyses. Multiple Regression Analyses resulted in four, highly significant, five-step regression equations for perceived level of stress, student satisfaction, work satisfaction, and personal satisfaction (p < .001). Discriminant Function Analyses produced significant group classification functions for gender, non-working versus working students, grade level, and the academic majors of science and engineering, business, and liberal arts (p < .001). Hypothesized higher factor scores for students reporting higher levels of perceived stress, were supported only for significant, positive, univariate relationships with factors of academic work-overload, and tension (p < .001), but rejected in all other instances. All hypothesized lower factor scores associated with higher levels of stress were rejected. Predicted higher factor scores for women were statistically supported for a number of symptoms, academic concerns, time-utilization, and the coping strategy of social support seeking; however, there were no significant gender differences in overall perceptions of stress level. Predicted lower factor scores for women on self-esteem, and self-efficacy factors were rejected, as was the predicted non-significant relationship between gender and Type "A-like" behavior. Men in this study attained significantly higher factor scores for both Type "A-like" behavior, and sensate tension reduction than did women. Study Two used content analyses of interviews with 27 undergraduates to affirm, modify, and expand upon the relationships identified in Study One. Results emphasized the general relationship between perceptions of stress and experiences of depression, low self-esteem, and somatization. Increased physical activity was reported as a major form of "coping" as were a number of other "non-direct" strategies. The identification of several additional indicators of stress and coping raised serious questions about the biases, and limitations of scales currently used to measure those dimensions. Taken together, results from the two studies suggested that undergraduate stress may be best understood, and investigated through academic "life-cycle," and "sub-cultural" approaches examining similarities and differences in health, stress, and coping using both quantitative and qualitative methodologies.

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Le, Van Thanh. "Occupational stress among academic women in Viet Nam." Thesis, Curtin University, 2013. http://hdl.handle.net/20.500.11937/1295.

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The present research aims to bring deeper understanding and insight into the perceptions and experiences of women in relation to occupational stress, and associated coping mechanisms, in the unique cultural context of Vietnam. The study also examines differences in perceptions of occupational stress and the coping mechanisms across subgroups of women (age, education background, occupational roles & levels, marital status and experience) and makes a comparison with perspectives in other cultures.A qualitative, grounded theory approach was used to study occupational stress by collecting data from in-depth interviews with 42 academic women employed at Vietnamese higher education institutions to understand the meaning that these women attach to occupational stress; the nature and source of the occupational stress they experience; the impact of occupational stress on their lives; and the coping mechanisms they deploy in response to occupational stress.Cultural factors play an important role in occupational stress. Cultural factors influence experiences of occupational stress and the ways occupational stress is responded to. The Vietnamese context differs from other cultural contexts in the range of factors perceived as stressors for Vietnamese women.The study findings can be used to give voice to Vietnamese women experiencing occupational stress; to inform university policy makers with regard to occupational stress experienced by women in Vietnamese higher education; and to benefit scholars studying occupational stress in different cultural contexts via a conceptual consideration of the cultural aspects of occupational stress.The work adds to the few extant studies on occupational stress which have used grounded theory. By so doing, gaps in the existing grounded theory research on occupational stress are identified and proposals for future occupational stress research are put forward. This research is the first grounded theory study of occupational stress among women academics in Vietnam that determines that cultural factors play an important role in how women understand and respond to occupational stress and supports the growing evidence that occupational stress is common, global and varies between cultures.

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Fanning, Golden G. "Academic Stress and Academic Self-Efficacy as Predictors of Psychological Health in College Students." Ohio University / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1469453518.

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Richards, Paul. "Examining and addressing academic stress at a suburban high school." Thesis, Boston College, 2009. http://hdl.handle.net/2345/920.

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Thesis advisor: Robert J. Starratt
This qualitative case study focused on what the researcher learned as a participant-observer during the planning and implementation stages of the Stress Reduction Committee's work to examine and address an academic stress problem at Jewel-on-the-Hill High School. The observations illuminated the various perspectives individuals carried on the naming of the stress problem, how they overcame challenges in the work, the new learnings they developed, and the results the initiative created. The study examined the scope and complexity of the stress issue, the importance of distributed leadership and coordinated school change, and the challenges of shifting the culture of a school. Five instruments were utilized to collect data in this ethnographic descriptive case study: pre-intervention interviews, participant reflective journaling, results of the Stress Reduction Committee, researcher reflective journaling, and post-intervention interviews. The researcher collected data over the course of a fourteen-month period. Findings were many, and included how there existed differences and consistencies both within the sample and between subsamples. The influence of time on the initiative and the study produced additional findings. Themes developed across each of the first three research questions (the naming of the stress problem, the challenges the committee faced, and the new learnings of the committee). The role and actions taken by the participant-observer as he led the stress initiative provided additional findings. Implications for practice included advice for school leaders in taking on a school culture initiative, such as how to best lead a representative committee and how to organize the fruitful outputs of the group. Advice was also provided to parents and to students on how to best cope with academic stress and increase their locus of control over their life situation. Limitations of this study included potential leadership bias due to the researcher's role as principal of the school. Other limitations included site, time, and instrumentation biases. The researcher made efforts to control for biases in order to increase the validity and reliability of the study. The dissertation concluded with the lessons learned by the participant-observer in regards to his own leadership capacity. The study and initiative led to substantial professional growth for the researcher
Thesis (EdD) — Boston College, 2009
Submitted to: Boston College. Lynch School of Education
Discipline: Educational Administration

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Bossy, Steve. "Academic pressure and impact on Japanese students." Thesis, McGill University, 1996. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=35314.

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This study explores the tremendous pressure Japanese students must endure in the pursuit of academic achievement. It identifies the sources of student's pressure and discusses the cultural, social, and economic conditions that influence a fiercely competitive educational system. The focus of this study is the impact of academic pressures on Japanese students.
Japanese education is a single-minded drive for achievement that results in what many refer to as examination hell. The university entrance examination is at the root of the pressures that are placed on students and is the primary mechanism responsible for driving competition. The life-long ramifications of students performance on this examination are far reaching. As a result, the pressures that are exerted upon students to achieve are overwhelming. Mothers, teachers, peers, and society contribute to the pressures that are placed on students to achieve, while many children continue to fall victim to emotional, psychological, and physical harm.
The study provides richly descriptive narrative accounts of student's experiences, thoughts and feelings seen from a student's perspective. The study gives voice to Japanese students and invites them to tell it like it is.

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Masciadrelli, Brian. "Academic Stress and Father Involvement Among University Student Fathers." Fogler Library, University of Maine, 2001. http://www.library.umaine.edu/theses/pdf/MasciadrelliBP2001.pdf.

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Hulstein, Pamela Lou. "Premenstrual Symptoms and Academic Stress in Emerging Adulthood Women." Diss., The University of Arizona, 2009. http://hdl.handle.net/10150/196113.

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Premenstrual symptoms are a universal event during a woman's reproductive life but little is known about the experience of emerging adulthood women aged 18-25 years. The purpose of this study was to determine feasibility of daily symptom data collection via an electronic diary and to examine the relationship between premenstrual symptom perception, severity and distress with academic stress. This sample consisted of 50 women with a mean age of 20(±.9) years living in campus housing of a private undergraduate rural college. Results determined it is feasible to utilize an electronic diary for daily prospective symptom and academic demand data collection. Surprisingly, in this sample of healthy undergraduate women, there were significantly higher numbers of symptoms perceived (7.16Â±3.8 follicular and 6.18±3.3 luteal, p=.001 and higher distress (.39±.3 follicular and .31±.3 luteal, p=.003) in the follicular phase than in the luteal phase. Academic stress findings indicated mild stress as measured by the Student-life Stress Inventory (Gadzella, 1991) and students overall perceived stress levels fell in the minimal to mild range. The academic demand component of academic stress measured daily frequency and distress associated with assignments, papers, projects/presentation and time studying. Within the follicular phase number of assignments due was significantly correlated to symptom perception and distress (.31, .37, respectively) and the number of projects/presentations due was correlated to symptom distress (.25) at p<.05. There were significant correlations between follicular phase symptom perception and distress, and luteal phase symptom distress with academic demand distress for assignments, papers, projects/presentations and time studying, indicating a relationship between distress components of symptom experience and some components of academic stress. These premier results about the relationship between symptom distress and academic stress warrants further exploration and development of a clearer conceptual definition of academic stress and clear and consistent operationalization of this phenomena.

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Burke, Matthew Ridgeway. "Stress Preparedness for Law Enforcement Officers via Academic Training." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/6309.

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Most law enforcement officers experience a traumatic event within the first 3 years of duty but may not receive proper mental health training in the police academy to prepare them for a career in law enforcement, and little is understood about police academy training regarding mental health. Using secondary traumatic stress (STS) as a conceptual framework, the purpose of this qualitative study was to understand the perspective of law officers on the usefulness of academy training to prevent or manage mental health issues that may arise from law enforcement duty. Data were collected from 35 law enforcement officers in a Southern state through an online, qualitative survey. These data were inductively coded and subjected to a thematic analysis procedure. Findings indicate that both STS and post-traumatic stress disorder (PTSD) are shunned topics in the law enforcement community. Additionally, respondents perceived that reconstructing police academy training manuals to include personal stress management and increasing awareness of STS may better protect law enforcement officers and enhance community relations while providing a more sustainable police force. The positive social change implications of this study include recommendations to police academies to include mental health training and preparation as part of early academy training to promote better mental health among police officers and reduce the negative effects of STS and PTSD.

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Alvarez, Jeri Ann. "A study of high school students' perceptions of school stress, coping resources and stress responses." Scholarly Commons, 1993. https://scholarlycommons.pacific.edu/uop_etds/2655.

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The purpose of this study was to investigate associations between students' perceptions of school stress, students' beliefs regarding available coping resources, their stress responses and GPA scores. Differences were also examined by gender and earned credit class status. Four hundred regular education students completed The School Situation Survey (SSS) and The Coping Resources Inventory (CRI). The SSS measured sources of stress (teacher interactions, academic self-concept, peer interactions, and academic stress) and students' stress responses (emotional, behavioral, and physiological). The CRI measured students' beliefs regarding coping resources. Two sources of stress, academic self-concept and peer interactions, were significantly negatively correlated with CRI measurements of students' coping resources. One source of stress, teacher interactions, was positively correlated with stress response subscores. Positive significant correlations were found between academic stress and emotional stress response subscores, and between emotional and physiological stress response subscores. GPA scores were significantly negatively correlated with behavior stress response subscores as well as two sources of stress, teacher interactions and academic self-concept. Significant differences existed between students' perceptions of stress from teacher interactions and academic self-concept by earned credit class status. Sources of stress teacher interactions and academic self-concept classification levels were not independent of earned class credit status. Significant gender differences were found for stress from teacher interactions, academic stress, and stress responses. Reported stress from teacher interactions and academic stress were not independent of gender. Likewise, sources of stress, teacher interactions and academic self-concept were significant covariates in examined differences in GPA scores by gender. As secondary educators attempt to restructure learning environments, it seems critical that they take students' perceptions of school stress and their beliefs regarding coping resources into account when new pedagogical strategies, programs and services are developed and implemented.

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Brownstein, Naomi. "Estimation and the Stress-Strength Model." Honors in the Major Thesis, University of Central Florida, 2007. http://digital.library.ucf.edu/cdm/ref/collection/ETH/id/1160.

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This item is only available in print in the UCF Libraries. If this is your Honors Thesis, you can help us make it available online for use by researchers around the world by following the instructions on the distribution consent form at http://library.ucf.edu/Systems/DigitalInitiatives/DigitalCollections/InternetDistributionConsentAgreementForm.pdf You may also contact the project coordinator, Kerri Bottorff, at kerri.bottorff@ucf.edu for more information.
Bachelors
Sciences
Mathematics

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Erker, Laura R. "The relationship between oxidative stress, antioxidants and cancer /." Diss., Connect to a 24 p. preview or request complete full text in PDF format. Access restricted to UC campuses, 2004. http://wwwlib.umi.com/cr/ucsd/fullcit?p3153689.

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Khan, Sameer. "Probalistic Stress Rupture Life Analysis of Turbine Blades." Honors in the Major Thesis, University of Central Florida, 2006. http://digital.library.ucf.edu/cdm/ref/collection/ETH/id/970.

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This item is only available in print in the UCF Libraries. If this is your Honors Thesis, you can help us make it available online for use by researchers around the world by following the instructions on the distribution consent form at http://library.ucf.edu/Systems/DigitalInitiatives/DigitalCollections/InternetDistributionConsentAgreementForm.pdf You may also contact the project coordinator, Kerri Bottorff, at kerri.bottorff@ucf.edu for more information.
Bachelors
Engineering and Computer Science
Mechanical Engineering

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Rosen, Monica. "The Effects of Stress on Distance Perception." Honors in the Major Thesis, University of Central Florida, 2013. http://digital.library.ucf.edu/cdm/ref/collection/ETH/id/1563.

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Although there has been a great deal of research on binocular distance perception (Foley, 1980; Gogel, 1977), a number of questions remain unexplored. One such question involves how our ability to perceive distances is influenced by fitness and stress (internal and external). Previous research has shown that kinesthetic stress (via backpack weight) influences a person’s ability to accurately guess distances (Proffitt, Bhalla, Gossweiler, & Midgett, 2003). This research did not only attempt to replicate previous work, but also extend it by exploring potential interactions between fitness level and mental stress on distance perception, a combination that is often encountered by soldiers, firefighters, and rescue workers. Mental stress was measured using the State Anxiety Inventory test (Spielberger, Reheiser, & Sydeman, 1995) and cardiovascular fitness was measured using MET scores (Jurca et al., 2005). Physical stress was manipulated by asking participants to estimate distances and then walk blindly to the target while carrying a backpack weighing 20% of their weight. We were unable to replicate Proffitt. We did however find a positive correlation between cardiovascular fitness and error in the second block of the blind walking task for the heavy backpack condition, r(22) = -.45, p = 0.03.
B.S.
Bachelors
Sciences
Psychology

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20

Fairnie, Helen M. "Occupational injury, disease and stress in the veterinary profession /." Full text available, 2005. http://adt.curtin.edu.au/theses/available/adt-WCU20070528.140327.

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Malenevska, K. "Effects of stress on students' health and their academic success." Thesis, Київський національний університет технологій та дизайну, 2018. https://er.knutd.edu.ua/handle/123456789/10729.

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Wiczynski, Teresa. "Interactions between Aerobic Exercise Volume, Academic Stress, and Immune Function." TopSCHOLAR®, 2018. https://digitalcommons.wku.edu/theses/2334.

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Many college students exercise individually or participate in collegiate and intramural sports in addition to fulfilling their stressful academic requirements. The combination of accumulated stress and vigorous exercise could result in an impaired immune system, prompting the onset of disease and absences in class and sports practice. Twenty-six male and female participants aged 18 to 23 were recruited for this study. Over the course of an academic semester, participants completed weekly electronic surveys documenting stress levels, aerobic exercise, and symptoms related to upper respiratory tract infections. Participants were evaluated at four different time points (Baseline, Post-Midterm Exam, Baseline Reassessment, and Post-Final Exam) for body fat percentage, cardiovascular fitness, heart rate, blood pressure, and a 10mL blood draw. Blood samples were used to measure blood glucose, cortisol, IL-6, and CD11b levels. Analysis of cortisol and IL-6 concentrations required ELISA kits for protein quantification in plasma samples. CD11b levels in peripheral blood mononuclear cell samples were measured by Western Blot analysis. There was a significant increase in blood pressure during the final exam compared to rest for systolic (p=0.005) and diastolic (p=0.004) blood pressures. There was a significant decrease in anxiety during the final exam compared to anxiety during the mid-term exam (p=0.022). The acute stress of an exam was strong enough to illicit physiologic blood pressure change, but the chronic stress throughout the semester was not intense enough did not illicit physiologic or immune responses. The volume of aerobic exercise in the vigorous workout group was not great enough to influence immune responses nor disease incidence.

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Liu, Fan. "Academic stress and mental health among adolescents in Shenzhen, China." Thesis, Queensland University of Technology, 2017. https://eprints.qut.edu.au/107980/1/Fan_Liu_Thesis.pdf.

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This thesis investigated the relationships between demographic variables, academic stress, depression and anxiety symptoms among adolescents in Shenzhen, China. Academic stress was consistently the strongest risk factor for depression and anxiety. Grade level, academic performance and gender were found to be the strongest variables predicting academic stress, depression and anxiety symptoms respectively. The moderating effects of gender, residency type and grade level were also indicated in the thesis. This study has future implications in helping Chinese teachers/school staff to identify adolescents who are at risk for academic stress, depression and anxiety.

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Marshall, Alyssa. "Toward a Model of Team Decision Making Under Stress." Honors in the Major Thesis, University of Central Florida, 2014. http://digital.library.ucf.edu/cdm/ref/collection/ETH/id/1621.

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Today’s organizations are increasingly relying on teams, rather than individuals, to complete tasks in the workplace. For some teams, these tasks require them to make high stakes decisions under stressful conditions. In military, medical, and emergency response fields, for example, workers are regularly asked to make decisions under high time pressure, uncertainty, and risk. The purpose of this study is to summarize previous team decision-making perspectives and create a model for team decision-making under stress. A literature review was conducted to examine the current state of team decision-making research. Several existing models of the team decision-making process were identified, representing multiple decision-making perspectives. Using this information, four primary characteristics of the team decision making process were identified. Team decision making appears to be multi-level, multi-phasic, dynamic, and cyclical process. An additional search examined the effects of stress on performance. Using this information and the characteristics outlined from the team decision making literature, a model was designed to describe the effects of stress on team decision making. This model offers several propositions regarding the effects of stress on specific cognitive and team processes and their relationship team decision making This study provides the theoretical basis for an empirical investigation of the relationship between stress and team decision making. This line of research has the potential to lead to practical solutions that may improve outcomes for workers in high stress occupations.
B.S.
Bachelors
Psychology
Sciences

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Shultz, Marie E. "Factors related to stress in nursing students." Honors in the Major Thesis, University of Central Florida, 2011. http://digital.library.ucf.edu/cdm/ref/collection/ETH/id/511.

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The purpose of this review of literature was to explore and critically analyze relevant literature regarding stress factors and the consequences of stress in nursing students. Findings from this review of literature aimed to provide a better understanding of stress factors and the physical and psychological impact of stress on nursing students. Information was collected from the Cumulative Index to Nursing and Allied Health Literature, PsycINFO, and MEDLINE- EBSCOhost databases to explore what research has been conducted and to assess the current knowledge base. Analysis of the literature indicated that nursing students reported experiencing increased levels of stress during the academic year. Nursing students reported higher levels of stress in conjunction with elevated external stressors, including increased responsibilities and course requirements. Analysis of the findings suggested that factors related to stress in nursing students arose from clinical sources, academic sources, and personal sources. Further analysis indicated that experiencing elevated levels of stress had a negative impact on the student. Increased levels of stress, combined with poor coping mechanisms, may lead to poor academic performance and burn-out among nursing students. Future research may evaluate means to reduce stress levels and mitigate stress in nursing students through targeting specific causative factors. Findings from this review of literature aim to influence student management of stress.
B.S.N.
Bachelors
Nursing
Nursing

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26

Schraml, Karin. "Chronic stress among adolescents : Contributing factors and associations with academic achievement." Doctoral thesis, Stockholms universitet, Psykologiska institutionen, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-88940.

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According to recent nationwide surveys there have been dramatic increases in stress and serious stress-related health problems among Swedish adolescents. The aims of the present thesis were to investigate the prevalence of perceived chronic stress among sixteen-year-old adolescents who attended their first year at high-ranking high schools in the Stockholm area, to examine if factors that have been found to be relevant in the development of chronic stress among adults also contribute to chronic stress among adolescents, and to investigate the associations between chronic stress and sleep-related variables and academic achievement. Data were collected by means of self-report instruments. The main outcomes showed that a substantial number of individuals (30%) reported to perceive severe stress symptoms. The highest degree was perceived by 8% who suffered from symptoms to an extent which otherwise only has been observed among adult clinical burnout patients. Besides, 15% reported severe stress symptoms throughout high school and were thus considered to suffer from chronic stress. Perceived high demands, low global self-esteem, sleep disturbances and low social support were crucial factors in explaining stress symptoms. Another finding showed that perceived chronic stress was associated with adolescents’ academic achievement. A closer look at the potential contribution of sleep-related variables to academic achievement revealed further that, apart from severe stress symptoms, social jetlag was involved in predicting variation in academic achievement. Overall, the findings indicated that there is a high prevalence of chronic stress among adolescents. The results should be taken seriously, as young people’s sense of well-being during this period impacts both their successful transition into adulthood and their life course. Future research options and potential practical applications in terms of chronic stress prevention were suggested and discussed.

At the time of the doctoral defense, the following paper was unpublished and had a status as follows: Paper 3: Submitted.

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27

Le, Crystal Trang. "Academic performance of college students as related to depression from stress." Thesis, California State University, Long Beach, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=1527389.

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Kittikorn, Achara. "Stress in Academic Administrators in Public and Private Universities in Thailand." Thesis, University of North Texas, 1991. https://digital.library.unt.edu/ark:/67531/metadc332539/.

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The purposes of this study were to measure and compare stress levels of academic administrators in public and private universities which are under the jurisdiction of the Ministry of University Affairs in Thailand. The administrators surveyed included vice rectors (vice presidents), deans, department chairpersons, and secretary officers from five public and five private universities. The four administrative stress factors studied included role-based stress, task-based stress, conflict-mediating stress, and social-confidence stress.

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29

Hwang, Ching-Hui. "Parental Stress, Parental Attitude, and Preschoolers' Academic, Social and Emotional Maturity." Thesis, North Texas State University, 1987. https://digital.library.unt.edu/ark:/67531/metadc331161/.

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This study investigated the relationships among the variables of parental stress, parental attitude, and preschoolers' academic, social and emotional maturity. The purposes of the investigation were to measure the relationship between parental stress and parental attitude, and to determine whether parental attitude and parental stress differed in their ability to predict preschoolers' behavioral maturity.

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Mrowka, Karyn Anne Kowalski. "Academic Stress in an Achievement Driven Era| Time and School Culture." Thesis, The George Washington University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3609000.

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Whether academic achievement is defined as passing a state-mandated test for graduation or earning "A's" in a rigorous course load and having a resume full of extra-curricular accomplishments, the pressure to achieve is pervading public education, creating a culture of competition and causing academic stress. A culture of competition within a school can negatively affect adolescents during a developmental stage in which other's expectations influence the way adolescents' view themselves. Many school leaders struggle with how to rigorously prepare students for the 21^st century and global markets, within the confines of a seven-hour school day.

Popular and journalistic literature acknowledged the issue of academic stress (Robbins, 2006), and some researchers recognized the prevalence of academic stress among high achieving students (Connor, Pope, & Galloway, 2009; Pope, 2001; Pope & Simon, 2005; Richard, 2009) in this academically competitive time. However, the literature had not yet addressed how the school's organizational culture, specifically the scheduling of courses, organization of time, homework and workload policies, and extracurricular activities caused or alleviated academic stress. The researcher conducted three-part interviews with students and school leaders to learn about their experiences with academic stress in an academically competitive school culture. The researcher learned that there were positive and negative impacts of academic stress and that some of the main causes included simultaneous deadlines, conflicts between extracurricular activities and homework, and busywork. This study is important for school leaders, particularly to examine whether and how high school students perceive and articulate that time-related school components common in high school culture (such as scheduling, homework/workload policies, and extracurricular activities) contribute to these students' stress levels. The study illuminated similarities and differences in student versus school leader perception about the stress of time-related school components on students. The researcher hopes that the understandings gained from this study will help school leaders make decisions on how to schedule teacher and student time.

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31

Bowers, Graham K. "Examining Relationships among Freshman Stress Overload, Coping Strategies, and Academic Performance." Thesis, California State University, Long Beach, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10977603.

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Stress overload is the destructive form of stress when the demands of stressors outweigh the resources one has to counter these stressors. Previous research has shown it to predict illness, poor grades, and the use of maladaptive coping strategies (i.e., avoidance). This study examines the direct and indirect effects (by way of coping strategies) of stress overload on academic performance in a sample of 1,039 freshman. It was hypothesized that stress overload would be related to poor academic performance, as measured by GPA and enrollment status. Findings from hierarchical regression analyses showed stress overload and avoidance coping were related to poor academic performance. Contrary to the hypotheses, however, coping strategies did not mediate the relationship between stress overload and academic performance: instead, tests suggested that stress overload mediates the relationship between avoidance and performance. That is, stress overload may be an aftereffect of maladaptive coping strategies, in this case avoidance, and thereby has the more proximal effect on students’ academic performance. The implications of these findings for university retention efforts, and limitations of the study, are discussed.

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32

Akhtar, Mubeen [Verfasser]. "Acculturative Stress and its Association with Academic Stress and Psychological Well-being of International Students / Mubeen Akhtar." Aachen : Shaker, 2012. http://d-nb.info/1066198268/34.

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33

Nguyen, Mary. "Role of matrix metalloproteinase-9 in neonatal lung development under hypoxic stress." Diss., [La Jolla] : University of California, San Diego, 2010. http://wwwlib.umi.com/cr/fullcit?p1477923.

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Thesis (M.S.)--University of California, San Diego, 2010.
Title from first page of PDF file (viewed July 16, 2010). Available via ProQuest Digital Dissertations. Includes bibliographical references (leaves 28-30).

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34

O'Reilly, Kevin Patrick. "HSP60 family of chaperonins : their roles in protein synthesis and stress protection /." Diss., Connect to a 24 p. preview or request complete full text in PDF format. Access restricted to UC IP addresses, 1997. http://wwwlib.umi.com/cr/ucsd/fullcit?p9735275.

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35

Bicknell, Alicia Anne. "Two MAP kinases regulate novel aspects of the endoplasmic reticulum stress response." Diss., [La Jolla] : University of California, San Diego, 2009. http://wwwlib.umi.com/cr/ucsd/fullcit?p3369545.

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Thesis (Ph. D.)--University of California, San Diego, 2009.
Title from first page of PDF file (viewed September 14, 2009). Available via ProQuest Digital Dissertations. Vita. Includes bibliographical references (p. 160-185).

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36

Hughes, Ashley M. "Trauma as a predictive factory for performance under stress." Honors in the Major Thesis, University of Central Florida, 2010. http://digital.library.ucf.edu/cdm/ref/collection/ETH/id/1421.

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This item is only available in print in the UCF Libraries. If this is your Honors Thesis, you can help us make it available online for use by researchers around the world by following the instructions on the distribution consent form at http://library.ucf.edu/Systems/DigitalInitiatives/DigitalCollections/InternetDistributionConsentAgreementForm.pdf You may also contact the project coordinator, Kerri Bottorff, at kerri.bottorff@ucf.edu for more information.
Bachelors
Sciences
Psychology

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37

Hawkins, Julie Ellen. "Parental Divorce, Psychological Distress and Academic Achievement of College Students." Scholarly Repository, 2008. http://scholarlyrepository.miami.edu/oa_dissertations/64.

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Parental divorce is a stressful process that has been associated with long-term developmental implications for the children involved. There have been mixed results from research regarding specific effects of parents' marital status on levels of psychological distress and academic achievement in late adolescence and early adulthood. Research using a clinical sample from a college counseling center was lacking altogether. The primary goal of this study was to establish if there are relationships between parents' marital status, students'degree of psychological distress and academic achievement within a clinical sample of college undergraduates. The secondary goal was to determine if student gender interacts with parents' marital status on measures of psychological distress and academic achievement. Participants included 324 undergraduate college students aged 17-24 years who received clinical services at a student counseling center of a private university in a large metropolitan area in the Southeastern United States. Primary analyses found no statistically significant differences for self-reported GPA and therapists' perception of psychological distress by parents' marital status (married, divorced or divorced/remarried). In addition, it was found that gender did not have a statistically significant interaction with parents' marital status on psychological distress or academic achievement. Student's residential status was found to significantly covary with psychological distress, suggesting that students who lived off campus were perceived as being significantly more distressed than students who lived on campus, independent of parents' marital status. Results of this study have implications for college counseling center personnel to obtain a thorough family history at intake and monitor changes in residential status throughout the course of treatment. Results of this study also have implications for university administrators and student affairs personnel to include researching, planning and implementing interventions and programming for commuter students, and possibly expanding on-campus housing.

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38

Hu, Kai Xiong. "Stress and fracture analysis for systems with inhomogeneities." Diss., The University of Arizona, 1993. http://hdl.handle.net/10150/186588.

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The inhomogeneities situated in materials render the diversification of composite families, and can provide synergistic effects for tailoring materials to a specified and often hostile environment. The work presented here focuses on the fracture and stress analysis of systems with various inhomogeneities. In Chapter 1, interactions among cracks and rigid-line inclusions are investigated. Rigid-line inclusions are represented by a distribution of forces while cracks are modeled by the standard dislocation approach. Chapter 2 presents an analysis of composite systems with interacting cracks and a dilute distribution of inclusions. A damage analysis procedure is developed to evaluate the effective properties of such composites. Chapter 3 examines multiple void-crack interactions. The formulation is based on a mixture of dislocations and tractions. Chapter 4 presents an approach to modeling bridged crack systems. A fully regular integral equation formulation is developed and the approach is ideally suited for the analysis of systems with large number of closely spaced inhomogeneities. The integral equations of different forms, developed throughout the dissertation can also be utilized to evaluate and verify various micromechanical models. The possible future extensions and the major limitations of the present work are briefly discussed in Chapter 5.

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39

Smith, Tara. "Coping Styles, Perceived Parental Support, and Academic-Related Stress Among College Students." Honors in the Major Thesis, University of Central Florida, 2005. http://digital.library.ucf.edu/cdm/ref/collection/ETH/id/808.

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This item is only available in print in the UCF Libraries. If this is your Honors Thesis, you can help us make it available online for use by researchers around the world by following the instructions on the distribution consent form at http://library.ucf
Bachelors
Arts and Sciences
Psychology

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40

Shea, Kevin Peter. "The effects of combat related stress on learning in an academic environment." Diss., Kansas State University, 2010. http://hdl.handle.net/2097/6683.

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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.

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41

Darabi, Mitra. "Character strength and stress management in academic staff : a positive psychology perspective." Thesis, Sheffield Hallam University, 2013. http://shura.shu.ac.uk/20654/.

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This research programme aimed to explore why some academics cope with stress better than others and so preserve their well-being and mental health. A positive psychology perspective was adopted. Mixed methods were applied, with a quantitative study and two qualitative studies. Study 1 focused on the relationship between character strengths, stress, subjective well-being (SWB), and mental health (GHQ) in a sample of 216 academics. Hierarchical multiple regressions showed that psychological strengths of gratitude and hope agency were predictive of SWB and mental health. Stress had a negative relationship with character strengths, satisfaction with life, positive affect, and mental health and a positive relationship with negative affect. Tests of interactions between stress and character strengths with subjective well-being and mental health revealed that higher levels of optimism had a buffering effect on mental health (GHQ) when the levels of stress were higher. Sense of coherence as a work coping variable negatively predicted stress at work. Problem-focused coping negatively predicted stress while denial coping positively predicted stress. In a follow-up qualitative study of 31 academics, the following sources of stress were identified: the increased number of students, heavy workloads and administrative burdens, poor management, funding cuts, job insecurity, and threats from the government on the pension scheme. Support from colleagues and time management were identified as the most positive coping sources. Teaching and research were the most valuable elements of academic work and administration was less valued. A positive psychology intervention (the Three Good Things) was conducted in a sample of five academics. The aim was to evaluate the experience of participating in the intervention. The data from research diaries and a focus group discussion showed that colleagues, friends and family, presenting at a conference, and data collection and analysis were the most positive experiences among academics. Academics believed that the positive psychology intervention was useful in shifting their attentions from negative to positive thoughts. A non-parametric statistic was used to analyse the data from pre-assessment, post-assessment, and two week follow-up measures of stress, subjective well-being, mental health, and gratitude in Study 3. The Friedman test found no main effect on the intervention; however, satisfaction with life was the only variable that significantly changed over time in the intervention. The results of this research programme contribute to a limited body of knowledge on how psychological strengths, coping strategies and work coping variables may reduce stress and increase well-being and mental health. The research also provides recommendations for future research.

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42

Peace, Patricia S. "Stress associated with law enforcement work and its effect on conjugal relationships." Honors in the Major Thesis, University of Central Florida, 2011. http://digital.library.ucf.edu/cdm/ref/collection/ETH/id/495.

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The purpose of this study was to determine if there was a difference in stress from associated with the occupation of law enforcement exists across the officers' relationship domains. The sample consisted of 51 participants that was comprised of both law enforcement officers and their significant others. Unlike past studies, this study included those that were married, divorced, in a civil union, single, or cohabitating. Based on past research it was hypothesized that the stress placed on officers and their significant other would be higher than that of other relationships. An anonymous survey was sent out to a several departments. Separate one-way between subjects Analysis of Variances (ANOVAs) were conducted to compare the effects of stress on law enforcements officers and their relationships. There was no significant effect of stress found in regards to the occupation itself as it pertained to the relationship (F(1, 48) = 0.99, p = 0.32). There was no significance of stress felt in regards to the individuals relationship on its own (F(1, 48) = 1.62, p =0.21).
B.S.
Bachelors
Sciences
Psychology

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43

Henry, Brook Lewis. "The effect of lateral septum CRF₂ receptor activation on anxiety is modulated by stress." Connect to a 24 p. preview or request complete full text in PDF format. Access restricted to UC campuses, 2006. http://wwwlib.umi.com/cr/ucsd/fullcit?p3229550.

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Thesis (Ph. D.)--University of California, San Diego, 2006.
Title from first page of PDF file (viewed October 18, 2006). Available via ProQuest Digital Dissertations. Vita. Includes bibliographical references.

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44

DuRose, Jenny Bratlien. "The unfolded protein response integrating stress signals from the endoplasmic reticulum to the nucleolus /." Diss., Connect to a 24 p. preview or request complete full text in PDF format. Access restricted to UC campuses, 2008. http://wwwlib.umi.com/cr/ucsd/fullcit?p3330123.

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Thesis (Ph. D.)--University of California, San Diego, 2008.
Title from first page of PDF file (viewed November 13, 2008). Available via ProQuest Digital Dissertations. Vita. Includes bibliographical references.

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45

Pfeiffer, Denise. "Academic and environmental stress among undergraduate and graduate college students a literature review /." Online version, 2001. http://www.uwstout.edu/lib/thesis/2001/2001pfeifferd.pdf.

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46

Conley, Kristen Marie. "Situational and dispositional influences on cardiovascular reactivity to daily academic stressors /." Online version, 2008. http://content.wwu.edu/cdm4/item_viewer.php?CISOROOT=/theses&CISOPTR=306&CISOBOX=1&REC=13.

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47

Wong, Ee Tsin. "The impact of cell architecture on activation and output of the p53 stress response pathway." Connect to a 24 p. preview or request complete full text in PDF format. Access restricted to UC campuses, 2006. http://wwwlib.umi.com/cr/ucsd/fullcit?p3225303.

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Thesis (Ph. D.)--University of California, San Diego, 2006.
Title from first page of PDF file (viewed September 21, 2006). Available via ProQuest Digital Dissertations. Vita. Includes bibliographical references.

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48

Campagna, Veronica S. "Limnology and biota of Lake Yindarlgooda - an inland salt lake in Western Australia under stress /." Full text available, 2007. http://adt.curtin.edu.au/theses/available/adt-WCU20071128.103345.

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49

Orem, Diana. "The Relationship Between Stress and Memory in an Undergraduate Population." Honors in the Major Thesis, University of Central Florida, 2005. http://digital.library.ucf.edu/cdm/ref/collection/ETH/id/786.

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This item is only available in print in the UCF Libraries. If this is your Honors Thesis, you can help us make it available online for use by researchers around the world by following the instructions on the distribution consent form at http://library.ucf
Bachelors
Arts and Sciences
Psychology

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50

Amann, Pauline. "Réduction du stress oxydatif par l'allopurinol chez les patients atteints de cirrhose : une piste à suivre ? /." Genève : [s.n.], 2007. http://www.unige.ch/cyberdocuments/theses2007/AmannP/these.pdf.

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Th. Univ. Genève, 2007 ; Méd. 10523.
Thèse publiée sous forme d'article dans la revue Liver international en février 2007: "Allopurinol, oxydative stress and intestinal permeability in patients with cirrhosis: an open-label pilot study", vol. 27 (1), p. 54-60. A paru également en version électronique. Bibliogr.

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Dissertations / Theses on the topic 'Academic stress'

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