Social Support, Self-Esteem, and Stress as Predictors of Adjustment to University Among First-Year Undergraduates

Friedlander, Laura J.; Reid, Graham J.; Shupak, Naomi M; Cribbie, Robert A.

doi:10.1353/csd.2007.0024

Cited by 452 publications

(395 citation statements)

References 33 publications

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“…The transition to college is a stressful time for many young adults, and difficulty coping with stress leads to poorer social and academic adjustment among college students (Friedlander, Reid, Shupak & Cribbie, 2007). Stress compounds itself, causing psychological symptoms, which in turn cause more stressful situations (Compas, Wagner, Slavin & Vannatta, 1986); for example, a student might do poorly on a test due to test anxiety, and that poor grade then becomes yet another source of stress.…”

Section: Why Target College Freshmen?mentioning

confidence: 99%

Assessing the efficacy and effectiveness of a Positive Psychology-based self-help book

Parks¹,

Szanto²

2013

Ter Psicol

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The current article discusses the potential utility of self-help books as a means of disseminating positive psychological interventions, and presents data comparing a positive psychology-based self-help book with a cognitive-behavioral self-help book and a self-monitoring control condition. We studied college freshmen (N=58), and argue that this population is a particularly appropriate target for well-being intervention. Outcome measures included both indices of efficacy (depressive symptoms and life satisfaction) and effectiveness (e.g. the extent to which participants found their assigned activities to be meaningful). The two book groups outperformed the control and were equivalently efficacious at reducing depressive symptoms; on life satisfaction, positive self-help outperformed cognitive-behavioral, but only at 6-month follow-up. Positive self-help was also superior to cognitive-behavioral self-help on indices of effectiveness. Possibilities for future directions are discussed, with an emphasis on the realities of practical dissemination to both college students, and to the general public. Key words. self-help books, positive psychological interventions, efficacy, effectiveness ResumenEl presente artículo analiza la utilidad potencial de los libros de auto-ayuda como medio de difusión de las intervenciones psicológicas positivas, y presenta datos comparando libro de autoayuda basado en psicología positiva, un libro de autoayuda cognitivo-conductual, y una condición de control de auto-monitorización. Participaron estudiantes universitarios de primer año (N = 58), y defendemos que esta población es un objetivo particularmente apropiado para intervenciones centradas en el bienestar. Las medidas de resultado incluyeron tanto índices de eficacia (síntomas depresivos y satisfacción con la vida) como de efectividad (por ejemplo, el grado en el que los participantes juzgaron que sus actividades asignadas tenían sentido). Los dos grupos de libros superaron al grupo control y fueron igualmente eficaces en la reducción de los síntomas. Respecto a la satisfacción vital, el grupo de autoayuda positiva superó al cognitivo-conductual, pero sólo a los 6 meses de seguimiento. La intervención positiva de auto-ayuda también fue superior a la cognitivo-conductual en los índices de efectividad. Se discuten las posibilidades de futuras direcciones, enfatizando las realidades de la difusión práctica tanto en estudiantes universitarios como al público en general. Palabras Clave: libro de autoyuda, intervenciones psicológicas positivas, eficacia, efectividad

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Section: Why Target College Freshmen?mentioning

confidence: 99%

Assessing the efficacy and effectiveness of a Positive Psychology-based self-help book

Parks¹,

Szanto²

2013

Ter Psicol

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“…A positive relationship between the three cognitive processes used in academic hardiness, challenge, commitment, and control (Lifton, Seay, & Bushko, 2000). Previous studies support the assertion that the high academic stress that students experience is due to the low academic hardiness of the students (Misra, McKean, West, & Russo, 2000;Dahlin, Joneborg, & Runeson, 2005;Friedlander, Reid, Shupak, & Cribbre, 2007). Academic hardiness is still very little studied in the provision of preventive measures in high school (Creed, Elizabeth G. Conlon, & Dhaliwal, 2015).…”

Section: Introductionmentioning

confidence: 93%

“…Stress is very potential among high school students (West, & Russo, 2000;Misra, McKean, 2000;Dahlin, Joneborg, & Runeson, 2005;Friedlander, Reid, Shupak, & Cribbre, 2007). The reason is due to fear of failure in the formal education process (Tyrrel, 1992;Schafer, 1996;Gibbons, 2015;Kamtsios & Karagiannopoulou, 2015).…”

Section: Introductionmentioning

confidence: 99%

The Exercise Group Technique on Academic Hardiness in Senior High School Students

Mawarni¹

2017

IJAEDU- International E-Journal of Advances in Education

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Academic stress related Hardiness (Benishek & Lopez, 2007). Academic hardiness provide positive framework for students to react toward academic challenges. Academic hardiness is the individual state of resilience toward academic failure: Individual who have academic hardiness display a willingness to engage in academic challenges, commit to follow all academic activities, and have control over academic performance for maximum results (Kobasa, Maddi, & Kahn, 1982).The purpose of this study is to determine the increasing of academic hardiness from senior high school student in Indonesia. Group exercise technique provides an exercise program to increase the commitment, control and challenge of each student. A quasi-experimental non-equivalent control group with pre-test and post-test was used with a convenience sample of students. Results of statistical analysis by paired t-tests revealed that the exercise group technique intervention have a statistically significant effect on increasing academic hardiness scores. Further academic hardiness research in senior high school, utilizing the entire academic hardiness intervention, was recommended.

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“…Source: (Elliott, Kratochwill, Littlefield, & Travers, 1996) Based on the figure above, it shows that one of the internal factors that influence the behavior of students in learning (academic procrastination) is the locus of control. Locus of control is a significant variable to predict adjustment to the demands of students and academic activities (Friedlander, Reid, Shupak, & Cribbie, 2007). Students who have an external locus of control tend to be less effort, less persistent, passive, and surrender to fate / destiny.…”

Section: Contribution Of Locus Of Control On Student Academic Procrasmentioning

confidence: 99%

The Contribution of Locus of Control to Academic Procrastination in Islamic Education Management Students in Indonesia

Batubara¹

2017

Al-Ta'lim J.

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Abstract:This study aimed to describe the locus of control and academic procrastination, and investigate whether there is significance contributions of locus of control on student academic procrastination. This research was conducted by the Ex post-facto method was used in this study, where the data taken from two set of questionnaires. Proportional Stratified Random Sampling was used. There were 107 students involved this study. The results showed that the locus of control is in average level, meanwhile, and the students' academic achievement was high. The study also showed that there is a significant contribution between the locus of control on students' academic procrastination. The article concludes that the importance that locus control for procrastination research, and with suggestions for educators who work with students who are adversely affected by procrastination.

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Social Support, Self-Esteem, and Stress as Predictors of Adjustment to University Among First-Year Undergraduates

Cited by 452 publications

References 33 publications

Assessing the efficacy and effectiveness of a Positive Psychology-based self-help book

Assessing the efficacy and effectiveness of a Positive Psychology-based self-help book

The Exercise Group Technique on Academic Hardiness in Senior High School Students

The Contribution of Locus of Control to Academic Procrastination in Islamic Education Management Students in Indonesia

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