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PERCEIVED STRESS, COPING, AND ADEQUACY OF SOCIAL SUPPORT: IMPLICATIONS FOR SUBJECTIVE WELL-BEING IN COLLEGE STUDENTS
Title
PERCEIVED STRESS, COPING, AND ADEQUACY OF SOCIAL SUPPORT: IMPLICATIONS FOR SUBJECTIVE WELL-BEING IN COLLEGE STUDENTS.
Creator
Asberg, Kia, Bowers, Clint, University of Central Florida
Abstract / Description
Stress is a widespread concept commonly associated with psychological and medical problems that may impair an individual's functioning and incur costs on society. Alarming rates of depression, anxiety, suicidal ideation, and other stress-related problems have been found among college students. This study (N = 241)argues that reducing emotional and financial stress-related costs may be possible through increasing public and professional awareness of moderating variables, such as social support...
Show moreStress is a widespread concept commonly associated with psychological and medical problems that may impair an individual's functioning and incur costs on society. Alarming rates of depression, anxiety, suicidal ideation, and other stress-related problems have been found among college students. This study (N = 241)argues that reducing emotional and financial stress-related costs may be possible through increasing public and professional awareness of moderating variables, such as social support and coping resources. Results indicated that stress, inadequate social support, and escape-avoidance coping were related to higher levels of depression and lower life satisfaction in both males and females. Social support functioned as a moderator of stress in determining negative outcomes, primarily during high stress. Specifically, the interaction between stress and social support predicted depression in the combined sample, anxiety in males, and life satisfaction in females. In addition, the present study highlights the importance of accounting for gender in research concerning stress, social support, coping, and psychological adjustment. Finally, limitations and suggestions for future research will be discussed.
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Date Issued
2005
Identifier
CFE0000882, ucf:46634
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0000882
PERCEIVED STRESS, ADJUSTMENT, EMOTIONAL AND BEHAVIORAL FUNCTIONING, AND SELF-ESTEEM AMONG COLLEGE FRESHMAN AND THE ROLE OF PARENTAL SUPPORT
Title
PERCEIVED STRESS, ADJUSTMENT, EMOTIONAL AND BEHAVIORAL FUNCTIONING, AND SELF-ESTEEM AMONG COLLEGE FRESHMAN AND THE ROLE OF PARENTAL SUPPORT.
Creator
Prentice, Sarah, Renk, Kimberly, University of Central Florida
Abstract / Description
This current study examined the relationships among Freshmen students' contact with their parents, stress, adjustment, emotional and behavioral functioning, and self-esteem. As part of this study, 121 ethnically diverse college Freshmen completed measures assessing the aforementioned variables. Analyses of variance suggested that college Freshmen varied in their ratings of these variables based on their gender and living situation(i.e., whether they lived on campus, in the community, or in...
Show moreThis current study examined the relationships among Freshmen students' contact with their parents, stress, adjustment, emotional and behavioral functioning, and self-esteem. As part of this study, 121 ethnically diverse college Freshmen completed measures assessing the aforementioned variables. Analyses of variance suggested that college Freshmen varied in their ratings of these variables based on their gender and living situation(i.e., whether they lived on campus, in the community, or in their parents' home). Correlational analyses suggested that there were significant relationships among parental involvement and college students' stress, adjustment, emotional and behavioral problems, and self-esteem. Hierarchical regression analyses suggested that gender, living situation, parental support, and perceived stress were valuable predictors of college students' outcomes. This information will serve to provide insight into mechanisms by which parents can help foster more positive outcomes for their college students.
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Date Issued
2013
Identifier
CFH0004441, ucf:45113
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFH0004441
COLLEGE STUDENTS' WELL BEING: THE ROLE OF PARENT-COLLEGE STUDENT EXPECTATION DISCREPANCIES AND COMMUNICATION
Title
COLLEGE STUDENTS' WELL BEING: THE ROLE OF PARENT-COLLEGE STUDENT EXPECTATION DISCREPANCIES AND COMMUNICATION.
Creator
Agliata, Allison, Renk, Kimberly, University of Central Florida
Abstract / Description
Parental influence on college students' well being is underestimated frequently in the developmental literature. College students often set social and academic goals according to their perception of what their parents expect from them. The discrepancy between college students' performance and their perceptions of parents' expectations can impact their quality of life. The purpose of this study was to examine various parent-college student expectation discrepancies and communication levels as...
Show moreParental influence on college students' well being is underestimated frequently in the developmental literature. College students often set social and academic goals according to their perception of what their parents expect from them. The discrepancy between college students' performance and their perceptions of parents' expectations can impact their quality of life. The purpose of this study was to examine various parent-college student expectation discrepancies and communication levels as predictors for college students' psychological well being. Results revealed that college students reported experiencing higher levels of anger, depression, and anxiety and lower levels of self-esteem and college adjustment when higher expectation-performance discrepancies were present. Results also indicated that a higher perceived level of communication, particularly by the college student, served as a predictor of distress and was related to lower levels of affective distress and higher levels of self-esteem and college adjustment. Such findings underscore the importance of teaching assertive communication skills to college students and their parents as a means of diminishing the deleterious effects of perceiving one another inaccurately.
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Date Issued
2005
Identifier
CFE0000556, ucf:46424
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0000556
RESILIENCY FACTORS AND PATHWAYS TO INCARCERATION IN FEMALE SURVIVORS OF CHILDHOOD SEXUAL ABUSE
Title
RESILIENCY FACTORS AND PATHWAYS TO INCARCERATION IN FEMALE SURVIVORS OF CHILDHOOD SEXUAL ABUSE.
Creator
Asberg, Kia, Renk, Kimberly, University of Central Florida
Abstract / Description
Studies find consistently that survivors of childhood sexual abuse (CSA) are likely to suffer from depression, post-traumatic stress, and problematic substance use, and may experience also a variety of adjustment difficulties in several emotional, behavioral, and interpersonal domains. Involvement with the legal system is one such outcome to consider, especially given the increasing number of women serving time in correctional facilities with nearly two-thirds of these women being survivors...
Show moreStudies find consistently that survivors of childhood sexual abuse (CSA) are likely to suffer from depression, post-traumatic stress, and problematic substance use, and may experience also a variety of adjustment difficulties in several emotional, behavioral, and interpersonal domains. Involvement with the legal system is one such outcome to consider, especially given the increasing number of women serving time in correctional facilities with nearly two-thirds of these women being survivors of CSA (e.g., Browne, Miller, & Maguin, 1999). The current literature lacks comparisons between female survivors of CSA who have legal involvement and those who do not; hence, the current study addresses the need for a comprehensive investigation of early victimizations and later adjustment. Data were obtained from 169 female inmates and 420 female college students, a number of whom were survivors of CSA (66% and 35.5%, respectively), so that group differences could be examined and relationships among family environment, abuse disclosure history, coping, perceived social support, adjustment (i.e., trauma symptoms, substance abuse, depressive symptomatology, revictimization), and criminal history could be explored. Results suggested that inmate survivors experience poorer functioning overall relative to student survivors of CSA, including more depressive symptoms, trauma symptoms, and substance abuse. Further, avoidance coping by using substances mediated fully the relationship between trauma symptoms and substance abuse for both groups. Finally, severity of CSA, problematic substance use, and social support emerged as significant predictors of incarceration among survivors of CSA. Findings may aid in the refinement of interventions, prevention efforts, and educational programs regarding CSA, and shed light on pathways to incarceration.
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Date Issued
2008
Identifier
CFE0002331, ucf:47777
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0002331
An Investigation of State College to University Transfer Students' Sense of Belonging
Title
An Investigation of State College to University Transfer Students' Sense of Belonging.
Creator
Brady, Claire, Taylor, Rosemarye, Baldwin, Lee, Doherty, Walter, Cavanaugh, Pam, University of Central Florida
Abstract / Description
The purpose of this mixed methods study was to examine the sense of belonging of state college transfer students who enroll at a large research-intensive university through structured and unstructured transfer pathways using the Sense of Belonging Instrument (SBI; Hoffman, Richmond, Morrow, (&) Solomon, 2002). The SBI includes five subscales (Peer Support, Faculty Support, Classroom Comfort, Isolation, and Empathetic Faculty Understanding). To date, no systematic investigation has considered...
Show moreThe purpose of this mixed methods study was to examine the sense of belonging of state college transfer students who enroll at a large research-intensive university through structured and unstructured transfer pathways using the Sense of Belonging Instrument (SBI; Hoffman, Richmond, Morrow, (&) Solomon, 2002). The SBI includes five subscales (Peer Support, Faculty Support, Classroom Comfort, Isolation, and Empathetic Faculty Understanding). To date, no systematic investigation has considered the construct of belonging with this population or transfer pathway. The findings from this study (n = 54) found a positive statistically significant correlation between Peer Support and Isolation (r(52) =.801, p = .000) and a statistically significant difference between the mean values of Empathetic Faculty Understanding between the structured and unstructured pathways (p = 0.027). This study showed that structured transfer pathway student sense of belonging was grounded in the classroom experience, empathetic faculty, and faculty support. Unstructured transfer pathway student sense of belonging was grounded in peer relationships, the classroom experience, and empathetic faculty. First generation participants were more likely to perceive isolation than non-first generation participants and structured pathway participants were more likely to perceive faculty empathetic understanding than unstructured pathway participants. There were also differences in the qualitative data between the pathway groups, including differing perceptions of faculty care and empathy, peer engagement, and the role of Advisors and online support systems in the transfer experience. The data and findings presented in this study show that the academic experience in the classroom and the perception of empathetic faculty are central to state college transfer student experience and contributes to transfer student sense of belonging.
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Date Issued
2017
Identifier
CFE0006569, ucf:51332
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0006569