College Student Adjustment and Coping for Bereaved and Nonbereaved College Students

Cousins, Chris; Servaty‐Seib, Heather L.; Lockman, Jennifer

doi:10.1037/e563502014-001

Cited by 15 publications

(26 citation statements)

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“…For this reason, adaptation to college is vital for students’ mental and physical health ( Zea, Jarama, & Bianchi, 1995 ). To cope with educational demands, students are required to use their neurocognitive skills for problem- solving and planning intentional actions targeted towards college adaptation ( Cousins, Servaty-Seib, & Lockman, 2015 ; Sasaki & Yamasaki, 2007 ). Successful adaptation to demands of the college environment enables best academic performance by adopting productive educational habits ( Credé & Niehorster, 2012 ).…”

Section: Introductionmentioning

confidence: 99%

“…Studies have revealed that neurocognitive skills tend to be a possible predictor of students’ adaptation ( Credé & Niehorster, 2012 ; Zea et al, 1995 ). A cognitive approach known as Cognitive Appraisal Coping (CAC) model has been the common theoretical framework that underpins research in this area ( Cousins et al, 2015 ). In this model, cognition is referred to as a constantly changing, process-oriented approach that leads a person to adapt through managing external and or internal demands ( Lazarus & Folkman, 1984 ).…”

Section: Introductionmentioning

confidence: 99%

“…For example, one study guided by CAC model examined how college students made adaptation following stressful life events ( Schnider, Elhai, & Gray, 2007 ). A second study examined the adaptation of college students facing the challenge of coping with the death of someone they considered important in their lives ( Cousins et al, 2015 ). The existing empirical literature provides limited information about the theoretical frameworks that underpin the association between neurocognitive skill and adaptation to college.…”

Section: Introductionmentioning

confidence: 99%

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A Cognitive Neurodynamic Approach to Prediction of Students’ Adaptation to College: An Ex-Post Facto Study

Derakhshanrad

Piven

2018

BCN

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Introduction:Campus life tends to make social and academic demands on college students. To cope with these demands, students are required to use their neurocognitive skills of problem-solving and planning intentional actions that target towards adaptation to college. This paper presents an illuminating perspective that would inform understanding of a new approach to cognitive neuroscience. The linkage between cognition and adaptation was sought in the context of a cognitive neurodynamic approach proposed by the Intention, Meaning, and Perception (IMP) model of neuro-occupation.Methods:An ex post facto study was conducted on a convenience sample of 187 college students in Shiraz, Iran. A brief questionnaire was developed to screen participants for diversity of cognitive neurodynamic processing capacity and three standardized questionnaires were used to gather data about college adaptation manifestations. The partial correlation, 1-way, and 2-way ANOVA tests were used to analyze the data.Results:The partial correlation test showed large, positive correlation (r≥0.7, P<0.001) between elements of the cognitive neurodynamic process, denoting that the interrelated connections among intention, meaning, and perception were governed by feedback loops. One-way ANOVA test revealed that students with diverse cognitive neurodynamic processing capacity had a variety of college adaptation manifestations. Two-way ANOVA showed a statistically significant main effect for neurodynamic processing capacity (F2, 178=8.1, P<0.001).Conclusion:College adaptation could have been established by the cognitive neurodynamic process proposed by the IMP model. Therefore, it is advisable for faculty, mental health practitioners, and counselors who work with students at universities to understand this process and address students’ maladaptation to campus life.

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Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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A Cognitive Neurodynamic Approach to Prediction of Students’ Adaptation to College: An Ex-Post Facto Study

Derakhshanrad

Piven

2018

BCN

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“…As students leave their homes and enter college, they have to cope with numerous adjustments that follow from their transition to college, including academic, social, personal or emotional and institutional attachment [ 1 ]. Relative to non-college peers, college students are more likely to suffer from symptoms of depression but less likely to seek treatment [ 2 ].…”

Section: Introductionmentioning

confidence: 99%

Passive Sensing of Prediction of Moment-To-Moment Depressed Mood among Undergraduates with Clinical Levels of Depression Sample Using Smartphones

Jacobson

Chung

2020

Sensors

101

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Prior research has recently shown that passively collected sensor data collected within the contexts of persons daily lives via smartphones and wearable sensors can distinguish those with major depressive disorder (MDD) from controls, predict MDD severity, and predict changes in MDD severity across days and weeks. Nevertheless, very little research has examined predicting depressed mood within a day, which is essential given the large amount of variation occurring within days. The current study utilized passively collected sensor data collected from a smartphone application to future depressed mood from hour-to-hour in an ecological momentary assessment study in a sample reporting clinical levels of depression (N = 31). Using a combination of nomothetic and idiographically-weighted machine learning models, the results suggest that depressed mood can be accurately predicted from hour to hour with an average correlation between out of sample predicted depressed mood levels and observed depressed mood of 0.587, CI [0.552, 0.621]. This suggests that passively collected smartphone data can accurately predict future depressed mood among a sample reporting clinical levels of depression. If replicated in other samples, this modeling framework may allow just-in-time adaptive interventions to treat depression as it changes in the context of daily life.

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“…Some might even seem more energetic than usual turning to class early, joining clubs or making a host of new friends they were not interacting with. Normally quiet students might turn loud or become class jokers and clowns (Cousins, Servaty-Seib & Lockman, 2017). On the extreme, students might turn to alcohol or other drugs to numb the pain and shock of loss (Puffer, Drabkin, Stashko, Broverman, Ogwang-Odhiambo, & Sikkema, 2012).…”

Section: Introductionmentioning

confidence: 99%

Denial in Bereavement

Rimiru

Mokua

2020

Int J Innov Educ Res

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Bereavement is one of the most stressful events in a young adults’ life. The purpose of this study was to determine the extent to which denial affects psychological wellbeing of bereaved students. The study was conducted in day public secondary schools in Gatanga Sub-county, Murang’a County, Kenya. A sample size of 50 bereaved students was used. The findings indicated that there was no significant effect of denial of parental loss on psychological wellbeing at the p<.05 [F (1, 48) = 0.041, p = 0.841]. This demonstrates that the lower the denial of parental loss, the lower the psychological wellbeing can be attributed to other factors outside denial of parental loss.Implications of this finding are discussed.

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College Student Adjustment and Coping for Bereaved and Nonbereaved College Students

Cited by 15 publications

References 0 publications

A Cognitive Neurodynamic Approach to Prediction of Students’ Adaptation to College: An Ex-Post Facto Study

A Cognitive Neurodynamic Approach to Prediction of Students’ Adaptation to College: An Ex-Post Facto Study

Passive Sensing of Prediction of Moment-To-Moment Depressed Mood among Undergraduates with Clinical Levels of Depression Sample Using Smartphones

Denial in Bereavement

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