Stress in Academic Life: Work Characteristics as Predictors of Student Well‐being and Performance

Abstract

La relation entre les caractéristiques du travail, le bien-être des étudiants et la performance a été évaluée à partir du modèle de Karasck & Theorell Ӷ Travail, exigences, contrôle, soutien ӷ (1990). Un échantillon d'étudiants portugais ( N = 825) a répondu à un questionnaire comprenant des mesures du contrôle et des exigences du travail universitaire, du soutien des pairs, de la satisfaction relative à la vie universitaire, de l'anxiété/dépression et des résultats aux examens. Il apparut, comme dans d'aures contextes de travail, que la satisfaction des étudiants pour ce qui est de la vie universitaire, ainsi que les niveaux d'anxiété/dépression étaient fortement dépendants de leur perception des caractéristiques du travail. Les niveaux de satisfaction ont un effet direct sur la performance et agissent sur la relation entre la maîtrise du travail universitaire et la performance.The relationship between work characteristics, student well-being and performance was assessed, based upon Karasek and Theorell's (1990) Job Demands-Control-Support model. A sample of Portuguese university students ( N = 825) answered a questionnaire comprising measures of academic work demands and control, peer support, satisfaction with academic life, anxiety/depression and academic performance. Results suggested that, similar to other work contexts, student satisfaction with academic life and anxiety/ depression levels are strongly dependent on their perceptions of work characteristics. Levels of satisfaction have a direct impact on student performance and mediate the relationship between academic work control and performance.

Perceived Stress and the Level of Burnout in Students of Helping Professions

“…At the end, stress and burnout significantly influence of subjective well-being (Chambel & Curral, 2005). In our research we focused mainly on detection of experiencing of positive and negative emotions (as emotional part of subjective well-being).…”

“But I'm Too Stressed to Learn About Groups!:” Using Stress-Management Groups to Teach Group Work Skills

“…Kausar (2010) reported that higher academic workloads have a negative relationship on coping strategies in college students on managing stress. More specifically, Chambel and Curral (2005) examined the relationship between work characteristics in terms of the academic workload and student well-being and performance. They found the independent variable, academic workload, to be negatively correlated with students' academic life satisfaction and ability to manage anxiety.…”

Shared Ambiguity but Different Experiences and Demands among Dental Students — A Gender Perspective

“…Though the demand-control-support model (Karasek & Theorell, 1990) originally focused on workers, two recent studies have shown that the model can also be successfully used to analyse students' experiences of higher education (Cotton, Dollard & de Jonge, 2002;Chambel & Curral, 2005). The results of both studies suggest that high demands, low levels of control and low levels of support from student peers affects students' well-being negatively.…”