Coping experience among students in higher education

Heiman, Tali; Kariv, Dafna

doi:10.1080/0305569042000310354

Cited by 20 publications

(13 citation statements)

References 32 publications

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“…Unlike Heiman and Kariv (2004), we did find differences between the genders on stress and coping, specifically 'Coping with exam stress' and 'Coping with travel to the university' (Table 7). Females reported finding both of these more difficult than expected, while males found them less difficult than expected.…”

Section: Discussioncontrasting

confidence: 68%

“…Like Schuller et al (1999), Drew and Work (1996) and Heiman and Kariv (2004), the results showed differences between the genders in the use of support networks. Peer support, and support from family and friends were reported as being received by the females more than by the males.…”

Section: Discussionsupporting

confidence: 47%

“…Women were more likely to look to friends or family as the first source of support (65% compared with 46% of men), while men were more likely than women to find support from course tutors first (27% of men, 9% of women). Heiman and Kariv (2004) sampled 146 students at the Open University of Israel and the College of Management, Israel, on academic-related stress, coping methods and perceived social support. No significant differences were found between males and females on stress and coping, but females reported receiving significantly more support from all three of the support subscales-family, friends and significant other.…”

Section: Abstract: Gender; Questionnaire; Higher Educationmentioning

confidence: 99%

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Gender matters in higher education

Harrop

Tattersall

Goody

2007

Educational Studies

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Much of the research in higher education has treated student bodies as homogeneous groups with a consequent neglect of any consideration of gender differences. To test the validity of such research a questionnaire was administered to 255 psychology students. The results showed some important differences in responses between the genders. In particular, the female students reported attaching more importance than males to pre-course aims, rated various learning activities as more valuable and interesting than males and reported more improvement in nine of the 12 skills surveyed than the males. The males rated experiencing less difficulty for various aspects of the course than anticipated than did the females for 11 of 12 potential difficulties listed. As a consequence, it is suggested that researchers ought to be wary of conducting research into various aspects of higher education without considering potential gender differences.In recent years, there has been considerable research into the motivations and expectations of students in higher education, and the ways in which they develop their skills and cope with the course demands. Most of this research has been concerned with groups of students, undifferentiated by gender-e.g. Jacobs and Newstead (2000) and Dornyei (2000) on student motivation; Rae and Baillie (2005) on peer tutoring; and Sutton and Henry (2005) on student approaches to learning. Moreover, academic institutions tend to conduct their course evaluations without regard to gender differences. The implication is that gender differences are unimportant and/ or negligible. It is as if gender doesn't matter in higher education.In the UK, the academic performance of females has been consistently higher than that of males at GCSE and A-level for a number of years. For the 2004/05 academic year, for example, female A-level students scored an average of 282.4 UCAS points compared to 263.6 for males (source: National Statistics, SRF45/2005). At degree level, while there is little difference between the genders on average, there has been a

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Section: Discussioncontrasting

confidence: 68%

Section: Discussionsupporting

confidence: 47%

Section: Abstract: Gender; Questionnaire; Higher Educationmentioning

confidence: 99%

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Gender matters in higher education

Harrop

Tattersall

Goody

2007

Educational Studies

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“…This right also applies to people with disabilities at the tertiary level. The rights and needs of university students with disabilities have been acknowledged by a number of researchers (Heiman and Kariv 2004;Hyde et al 2009;Leyser and Greenberger 2008;Madriaga et al 2010). However, as Moriña, Cortés, and Melero (2014, 45) concluded, ' .…”

Section: Introductionmentioning

confidence: 95%

Voices of university students with disabilities: inclusive education on the tertiary level – a reality or a distant dream?

Strnadová

Hájková

Květoňová

2015

International Journal of Inclusive Education

104

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Twenty-four university students with disabilities were interviewed about their experiences studying at Czech universities. The interviews were analysed using the grounded theory approach. The most commonly experienced barriers faced by these students were institutional barriers, attitudinal barriers, and disabilityspecific barriers. The types of support mentioned by the students included family support, peer support, and support provided by assistants. The participants also shared strategies they used to deal with the barriers they faced. These were assertiveness, self-determination, metacognition, efforts to 'fit in', optimism, and career planning. The implications for policy and universities are discussed.

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“…During this developmental stage, the transition to college is an especially challenging period for students given the need to meet extended academic demands within new social networks (Salmela-Aro et al 2014). For students with learning disabilities (LD), this is particularly a demanding period, because during this age and stage of identity development, they may struggle with increased academic demands and ineffective learning strategies that were developed during earlier stages (Heiman and Kariv 2004).…”

mentioning

confidence: 99%

Hope, optimism and loneliness among first-year college students with learning disabilities: a brief longitudinal study

Rosenstreich

Feldman

Davidson

et al. 2015

European Journal of Special Needs Education

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The goals of the study were to examine personal resources and social distress during the first month in college among students with learning disabilities (LD) and to compare their experiences with non-LD peer. The sample consisted of 335 first-year undergraduate students falling into two groups: 85 students with LD and 250 non-LD students. Questionnaires assessed hope, dispositional optimism and loneliness. We hypothesised that, after participation in a single-session hope intervention workshop, the hope and optimism levels of both students with LD and without LD would increase, while their loneliness would decrease. However, after a month of facing the academic and social demands of their new college environment, we expected that the hope and optimism scores of students with LD would be lower than their peers without LD and that their loneliness scores would be higher. As hypothesised, both groups reported enhanced hope and optimism, as well as lower loneliness, immediately after the workshop. However, students with LD -but not their peers -returned to baseline levels of hope and loneliness after a month. Loneliness after a month predicted lower hope, after controlling predictors from the beginning of the year.

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Coping experience among students in higher education

Cited by 20 publications

References 32 publications

Gender matters in higher education

Gender matters in higher education

Voices of university students with disabilities: inclusive education on the tertiary level – a reality or a distant dream?

Hope, optimism and loneliness among first-year college students with learning disabilities: a brief longitudinal study

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