Exploring the Effect of Stress on Mood, Self-Esteem, and Daily Habits with Psychology Graduate Students

McKINZIE, CHARLA; Altamura, Vivian O.; Burgoon, Erica; Bishop, Christopher

doi:10.2466/pr0.99.2.439-448

Cited by 45 publications

(38 citation statements)

References 15 publications

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“…One limitation of the present findings is that periods of high emotion (such as an examination week) are related to a reduction in sleep time in students (Sadeh et al 2004;McKinzie et al 2006) and we did not assess sleep patterns in the students. It is possible that sleep restriction during the examination week contributed to the observed increase in cortisol concentrations and perceived stress.…”

Section: Pre-examinationmentioning

confidence: 86%

Academic stress differentially influences perceived stress, salivary cortisol, and immunoglobulin-A in undergraduate students

Murphy

Denis

Ward

et al. 2010

Stress

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Academic examination stress is reported to increase physiological and self-report measures of stress and to decrease immune functioning. Here, we investigate biochemical and self-report measures of stress, immune functioning, and academic pressures before and during a midterm examination period. Undergraduate students were asked to complete a measure of global stress, the perceived stress scale (PSS-10), and to indicate their current level of perceived stress. They also answered questions regarding specific academic pressures and provided a saliva sample for cortisol and salivary immunoglobulin-A (S-IgA) quantification. Students showed increased salivary cortisol concentrations and also reported greater acute perceived stress during the examination period compared to the non-examination period. Although cortisol concentrations and perceived stress were significantly higher during the examination period, participants reported similar levels of global stress (PSS-10) during both testing sessions. Additional analyses showed a non-significant increase in the level of S-IgA from the non-examination period to the examination period. Specific pressure variables that appeared to contribute to stress regulation during the examination week included the amount of time spent studying and concern about the impact of examinations in the future. By demonstrating measures of chronic examination stress, these findings provide new insight into the complex relationship between examination stress, cortisol, and immune functioning.

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Section: Pre-examinationmentioning

confidence: 86%

Academic stress differentially influences perceived stress, salivary cortisol, and immunoglobulin-A in undergraduate students

Murphy

Denis

Ward

et al. 2010

Stress

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show abstract

“…Some research demonstrates that students enrolled in graduate programs containing a clinical human service component, such as nursing (Heaman 1995), marriage and family therapy (Polson and Nida 1998), and social work (Dziegliewski et al 2004), report more stress than students pursuing graduate education in purely academic fields. Higher stress levels among graduate students in mental health and medical fields have been linked to depression (Dahlin et al 2005;Stecker 2004), time management difficulties (Hudson and O'Regan 1994;Morton and Worthley 1995;Mouret 2002), financial concerns (Mouret 2002), lack of sleep, greater negative affect (McKinzie et al 2006), and being single (Hudson and O'Regan 1994). Grupchup et al 2004;Matheny et al 2005).…”

Section: Research On Student Stressmentioning

confidence: 99%

Why is Everyone So Anxious?: An Exploration of Stress and Anxiety in Genetic Counseling Graduate Students

Jungbluth

MacFarlane

Veach

et al. 2011

Journal of Genetic Counseling

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Stress is an inevitable part of daily life. Studies of graduate student stress exist, but none include genetic counseling students. The present mixed-methods study investigated 225 genetic counseling students' stress and anxiety levels using the State-Trait Anxiety Inventory (STAI; Spielberger et al. 1983), frequency and intensity of stressors associated with their graduate experience, positive and challenging aspects of their experience, and their stress management advice for prospective students. Principal axis factor analysis yielded five conceptual factors underlying the stressors: Professional Uncertainty, Personal Life Events, Interpersonal Demands, Academic Demands, and Isolating Circumstances. Exploratory model fitting using regression yielded four significant predictors accounting for 19% of the variance in state anxiety: (1) trait anxiety, (2) the Interpersonal Demands factor, (3) the Isolating Circumstances factor, and (4) the interaction between the Professional Uncertainty factor and advanced student status. Content analysis of open-ended responses identified several themes. For instance, most students enjoyed what they were learning, interactions with colleagues, and affirmation of their career choice, while certain academic and professional challenges were particularly stressful (e.g., workload, time constraints, clinical rotations). Additional findings, program implications, and research recommendations are provided.

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“…Os resultados compuseram 12 artigos, com a data de publicação variando entre 1994 e 2016. Oito estudos (66,7%) desenvolveram método quantitativo transversal (11)(12)(13)(14)(15)(16)(17)(18) , e quatro (33,3%), abordagem qualitativa (19)(20)(21)(22) . A maioria dos estudos, seis (50,0%), investigou os estressores por meio de questionários previamente validados (11,(14)(15)(16)(17)(18) , seguida de estudos com questionários elaborados pelos autores (12)(13)22) , roteiro de entrevista (19,21) e áudio-diário (20) .…”

Section: Resultsunclassified

Estressores Da Pós-Graduação: Revisão Integrativa Da Literatura

et al. 2018

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Objetivo: identificar evidências científicas relacionadas aos estressores enfrentados por estudantes de mestrado e doutorado durante a sua formação. Metodologia: revisão integrativa da literatura, realizada em outubro de 2017, na Biblioteca Virtual em Saúde, Web of Science, Psychology Information e PubMed. Foram incluídos artigos primários, publicados em inglês, português e espanhol e que contemplassem o tema. Resultados: os resultados compuseram 12 estudos, dos quais emergiram três categorias de estressores: individuais, acadêmicos e de relações interpessoais. Dessas categorias, os estressores que se destacaram foram alta carga de atividades acadêmicas, renda, conflito pós-graduação-família-trabalho e relação aluno-orientador. Conclusão: o desafio para o pós-graduando é conciliar o estresse vivido nesse momento da vida, as atividades acadêmicas e não acadêmicas. Os programas de pós-graduação necessitam desenvolver produção científica de qualidade, que não resulte no adoecimento dos envolvidos nesse processo.

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Exploring the Effect of Stress on Mood, Self-Esteem, and Daily Habits with Psychology Graduate Students

Cited by 45 publications

References 15 publications

Academic stress differentially influences perceived stress, salivary cortisol, and immunoglobulin-A in undergraduate students

Academic stress differentially influences perceived stress, salivary cortisol, and immunoglobulin-A in undergraduate students

Why is Everyone So Anxious?: An Exploration of Stress and Anxiety in Genetic Counseling Graduate Students

Estressores Da Pós-Graduação: Revisão Integrativa Da Literatura

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