First Semester Academic Functioning of College Students: The Role of Stressful and Traumatic Life Events

Warnecke, Ashlee; Lewine, Richard

doi:10.20429/ijsotl.2019.130208

Cited by 10 publications

(7 citation statements)

References 31 publications

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“…Further, nearly 26% of college students reported that within the past 12 months, they had a personal health issue that was "traumatic or difficult to handle" (ACHA, 2019). This is particularly problematic when considering that exposure to traumatic or difficult events is associated with withdrawing from courses, failing grades, and lower grade point averages, particularly among students from low-income backgrounds (Warnecke & Lewine, 2019). More broadly, mental health issues such as depression and anxiety affect students' ability to perform well in college and reduce the likelihood of graduation (Eisenberg, Downs, Golberstein, & Zivin, 2009;Mojtabai et al, 2015).…”

Section: Orcidmentioning

confidence: 99%

Precarity, citizenship, and the “traditional” student

Bahrainwala

2020

Communication Education

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Precarity, or the condition of continual wage insecurity, is shaping a generation of U.S. college students that suffer continually under poor material conditions, exploitative work schedules, and institutions that do not recognize their precarity. I ground the latter point-that higher education does not recognize the needs of its student precariat-in the argument that such institutions are oriented toward the specter of the traditional student, a concept suffused with citizenship rhetorics. In this paper, I examine the discursive construct of the traditional student, and how it deploys rhetorics of citizenship that deepen exclusions and contribute to student precarity in U.S. higher education. National survey data reveal that college students in the U.S. are experiencing acute precarities on multiple fronts. A startling 60% were food-insecure in 2019, with more students of color, students in 2-year colleges, and LGBTQ+ students reporting food insecurity (AAC&U News, 2019). Over two-thirds of all U.S. students graduate with an average of $30,000 in debt (Dynarski, 2015) at a time when an undergraduate degree has all but become a requirement for an entry-level job. Additionally, a quarter of all university students work full-time to put themselves through college, while 40% work at least 30 h a week (Deruy & National Journal, 2015). Similarly, faculty experience parallel precarities as tenure-track opportunities shrink (Harris, 2019), research expectations balloon (Kafka, 2018), and contingent labor becomes the new majority of faculty labor in the U.S. (Murray, 2019). College students then experience the pressures of faculty contingency secondhand when they are unable to develop relationships or request recommendations from instructors whose labor is stretched across multiple campuses. This carries costs for student learning, which becomes shaped by what McConnell (2019) calls a pedagogy of the transitory, which identifies contingency as a communicative phenomenon and a culturally thick experience that shapes the college learning environment (2019). Students and their faculty imbibe what Rifenburg, Johnston, Ng, and Carney (2019) call the labor casualization of the expanding neoliberal university, which expects faculty and students to labor beyond the classroom through scholarly and civic engagement, public intellectual work, and unpaid internships, with little thought to material compensation and domestic burdens. Given these documented precarities, it is important to ask how institutions discursively orient away from the student precariat and their needs, which in turn reproduces these cycles of precarity. In this essay, I reflect on the notion of the student-citizen to consider

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Section: Orcidmentioning

confidence: 99%

Precarity, citizenship, and the “traditional” student

Bahrainwala

2020

Communication Education

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“…Anxiety has a direct negative impact on QOL, and academic stress has a direct poor impact as well [55]. Students' encounters with more recent traumatic incidents are also significantly related to low retention and grades at university [56]. Previous research has discovered a link between anxiety levels and QOL.…”

Section: Anxiety and The Qolmentioning

confidence: 99%

Mental Health and Quality of Life among University Students with Disabilities: The Moderating Role of Religiosity and Social Connectedness

Al-Shaer,

Aliedan,

Zayed

et al. 2024

Sustainability

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This research paper explores the intricate interplay between mental health (MH), quality of life (QOL), religiosity, and social connectedness among students with disabilities. In the context of a growing awareness of the multifaceted nature of well-being, this study aims to unravel the moderating effects of religiosity and social connectedness on the relationship between mental health and the overall quality of life experienced by students with disabilities. Utilizing Partial Least Squares Structural Equation Modeling (PLS-SEM), this research investigates direct and moderating effects within the proposed conceptual framework. The results indicate that all mental health disorder dimensions (stress, depression, and anxiety) negatively and significantly affect the quality of life of students with disabilities; moreover, the negative impact of stress on QOL is dampened by the moderation effect of social connectedness. Similarly, the negative impact of anxiety on QOL is dampened by the moderation effect of religiosity. However, the findings indicate that social connectedness fails to dampen the negative impact of depression (and anxiety (β = −0.12)) on QOL. Similarly, the findings reveal that religiosity is unable to dampen the negative effect of depression and stress on QOL. These findings’ implications extend to the theoretical and practical domains, informing interventions and support systems aimed at enhancing the overall quality of life of people with disabilities.

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“…(2) How will receiving a college degree impact your future? Questionnaire (sociodemographic information, life events, affect, cognitive style) packets were distributed and completed during orienta-tion week for those students admitted to the university and entering the CCP (see Davis, 2017;Warnecke, 2017 for full details of the study). Term GPA was obtained from student academic transcripts at the end of the first semester.…”

Section: Participantsmentioning

confidence: 99%

Gender and affect: linguistic predictors of successful academic performance among economically disadvantaged first year college students

Lewine

Warnecke²,

Davis³

et al. 2019

ij-sotl

Self Cite

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IIndividuals entering college from disadvantaged economic backgrounds often face multiple obstacles to successful academic performance. Nonetheless, many such students are successful. In this study, we explore the personal characteristics of students from poverty who do well academically in comparison to their economic peers who were less successful academically. Pre-admission, written applications were analyzed using the computerized linguistic analysis tool, LIWC, to predict first semester GPA in a group of 48 students, all of whom came from economic backgrounds that were 150% or more below Federal guidelines. Significant poverty level and sex differences were found. Men's GPA was highly correlated with Total Word Count, while women's GPA was significantly correlated with Reward and Tentativeness. Most striking was the strong positive correlation between GPA and Positive Affect among women from the lowest economic group. The findings suggest further research to clarify and confirm the role of cognitive styles and affect in academic performance as moderated by both sex and degree of poverty, even among those traditionally viewed as belonging to a homogenous economic group.

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First Semester Academic Functioning of College Students: The Role of Stressful and Traumatic Life Events

Cited by 10 publications

References 31 publications

Precarity, citizenship, and the “traditional” student

Precarity, citizenship, and the “traditional” student

Mental Health and Quality of Life among University Students with Disabilities: The Moderating Role of Religiosity and Social Connectedness

Gender and affect: linguistic predictors of successful academic performance among economically disadvantaged first year college students

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