An integrated model of weekday stress and weekend recovery of students.

Abstract

In previous research on psychological stress recovery, recovery activities and recovery experiences have been studied separately rather than jointly. The present study advances previous knowledge about stress recovery by integrating the effects of these separate recovery constructs within a single study and examining them outside the work context. We propose and test an integrated model of the stress-recovery process that includes weekday stressors and weekend recovery activity behaviors, psychological recovery experiences, and recovery outcomes. Undergraduates (n ϭ 221) from a Midwestern university reported on Friday about stressors experienced during the week, followed by a weekend during which recovery could occur. On Monday they reported their weekend activities and their current well-being. Results suggest that participating in specific recovery activities during a weekend and accompanying specific subjective recovery experiences reduce negative psychological outcomes. Future research and practical applications of the integrated model of the recovery process are discussed.

The Relationship between Socio-Demographics and Stress Levels, Stressors, and Coping Mechanisms among Undergraduate Students at a University in Barbados

“…Since full-timers have more free time, a hobby serves as an effective coping strategy for recovery from academics and helps to maintain health. This finding concurs with other research (see Paul et al, 2007;Ragsdale et al, 2011;Sonnentag et al, 2008). Comparatively, more mature part-time students may cut out their recovery activities (Ragsdale et al, 2011;Sonnentag et al, 2008) as they prioritize their commitments.…”

“…Eating more or emotional eating is another common stress reliever and supports Adam and Epel (2007) who studied the positive physiological responses that eating elicits. Similarly, we found that engaging in a hobby is also a stress reliever for our sample to sufficiently recover from the negative effects of the stressor (Ragsdale et al, 2011;Sonnentag et al, 2008). Arguably, a resultant calmer state of mind should allow for a more balanced decision-making-process about the stressor, that is, based more on fact-rather than heightened emotions.…”

“…Researchers such as Lemaire and Wallace (2010) note that exercise and quiet time (e.g., personal time to recharge) help to mitigate stress. Hobbies (e.g., dancing/games/gardening/music), and relaxation techniques (e.g., meditation/yoga/deep breathing exercises (see Paul, Elam, & Verhulst, 2007) can also protect against stress since they act as a means of recovery from stress (Ragsdale et al, 2011). For example "relaxation and mastery experiences being related to serenity and positive activation, respectively, goes beyond what one might predict from everyday experience" (Sonnentag, Binnewies, & Mojza, 2008, p. 681).…”

The assessment of detachment among university students: Validation of the Recovery Experience Questionnaire in educational contexts

“…For example, Ragsdale et al, (2011) have already developed an integrative model of recovery among undergraduate students. They include in their model not only recovery experiences, but also recovery quality, need for recovery, and recovery activities (resource-providing and resourceconsuming activities).…”

“…They favoured a reduced version containing 12 items with the same four-dimensional factorial structure and satisfactory reliability coefficients, as will be outlined in the description of research instruments. Despite the importance that detachment is gaining in the workplace, currently, some authors have addressed the study of detachment among university students (Larson, 2006;Misra & Castillo, 2004;Ragsdale, Beehr, Grebner, & Han, 2011). It is important to highlight that students have greater difficulty in disconnecting from their work, due to the time they must dedicate to study outside the classroom.…”