The multiplicative effect of stress and sleep on academic cognitions in Latino college students

Sasser, Jeri; Lecarie, Emma K.; Gusman, Michaela; Park, HyeJung; Doane, Leah D.

doi:10.1080/07420528.2021.1999970

Cited by 3 publications

(2 citation statements)

References 65 publications

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“…The results provide a largely uniform picture of the direction of the association: the greater the stress in the previous week was, the worse the learning in the current week was; conversely, the better the learning in the previous week was, the lower the stress in the current week was. These ndings align with the current literature in the eld [41][42][43][44][45]51,52,54]. Exceptions to this pattern were negative emotions (which was anticipated; see, e.g., Moutinho et al [54]) and expectancy of success.…”

Section: Discussionsupporting

confidence: 89%

“…Previous research conducted in higher education and workplace settings has shown that stress negatively impacts undergraduates' motivation and engagement [41][42][43][44][45]51]. This reduction in motivation and engagement complicates students' learning experiences, potentially resulting in less effective learning and subsequently hindered academic success [31,45].…”

Section: Motivationmentioning

confidence: 99%

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Workplace Learning: The Bidirectional Relationship between Stress and Self-Regulated Learning in Undergraduates

Marsch,

Yanagida,

Steinberg

2024

Preprint

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The present study focused on the relationships between various aspects of self-regulated learning (SRL) and stress among undergraduate health science students in workplace settings. Although both constructs are associated with academic achievement (Ahmady et al., 2021; Cho et al., 2017), it is still unclear how they influence each other. Using longitudinal data, the aim of the present study was to examine whether perceived stress in the previous week impacts SRL-aspects in the current week and, conversely, whether SRL-aspects in the previous week impacts stress in the current week. Subjects were 192 undergraduate health sciences students in their workplace placements. SRL-aspects and stress were assessed using scales and previously tested single-item measures. The 21 SRL-aspects used in this study included cognition (learning strategies), motivation, emotion, perception of the learning environment, and regulation of these areas on a metalevel (monitoring and control). Data collected over 15 weeks were analyzed using multilevel vector autoregressive models, with the data nested within weeks and one model dedicated to each SRL-aspect and its relationship with stress. Among the 21 path estimates assessing the impact of prior stress on individual SRL-aspects, 10 were statistically significant. For individual SRL-aspects impacting stress, 7 out of 21 paths were statistically significant (p < .05). Notably, no model showed statistical significance of effects in both directions. Except for two results, cross-lagged relationships were negative, indicating that better SRL-aspects from the previous week resulted in reduced stress in the current week and vice versa. The effects for the cross-lagged paths from SRL-aspects to stress were predominantly of medium size, whereas the influence of stress on individual SRL-aspects was predominantly small. The present study highlights a potentially causal and mostly negative relationship between stress and various aspects of SRL, but also that the individual relationships require differentiated consideration. The results can be used to develop targeted interventions in the practical part of the training of health science students to reduce stress and improve specific aspects of SRL. Furthermore, these findings underscore assumptions regarding connections between anxiety and increased stress, negative relationships between stress and motivation, and the importance of effective time management strategies for stress reduction.

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Section: Discussionsupporting

confidence: 89%

Section: Motivationmentioning

confidence: 99%

Workplace Learning: The Bidirectional Relationship between Stress and Self-Regulated Learning in Undergraduates

Marsch,

Yanagida,

Steinberg

2024

Preprint

View full text Add to dashboard Cite

show abstract

Latent Profiles of Sleep Patterns in Early Adolescence: Associations With Behavioral Health Risk

Zhang,

Sasser,

Doane

et al. 2024

Journal of Adolescent Health

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Workplace learning: the bidirectional relationship between stress and self-regulated learning in undergraduates

Marsch,

Yanagida,

Steinberg

2024

BMC Med Educ

View full text Add to dashboard Cite

The present study focused on the relationships between various aspects of self-regulated learning (SRL) and stress among undergraduate health science students in workplace settings. Although both constructs are associated with academic achievement (Ahmady Set al., in J Educ Health Promotion 10:32, 2021, Cho KK et al., in BMC Med Educ 17:112, 2017), it is still unclear how they influence each other. Employing a longitudinal diary design, the aim of the present study was to examine whether perceived stress in the previous week impacts SRL-aspects in the current week and, conversely, whether SRL-aspects in the previous week impacts stress in the current week. Subjects were 192 undergraduate health sciences students in their workplace placements. SRL-aspects and stress were assessed using scales and previously tested single-item measures. The 21 SRL-aspects used in this study included cognition (learning strategies), motivation, emotion, perception of the learning environment, and regulation of these areas on a metalevel (monitoring and control). Data collected over 15 weeks were analyzed using multilevel vector autoregressive models, with the data nested within weeks and one model dedicated to each SRL-aspect and its relationship with stress. Among the 21 path estimates assessing the impact of prior stress on individual SRL-aspects, 10 were statistically significant. For individual SRL-aspects impacting stress, 7 out of 21 paths were statistically significant (p < .05). Notably, no model showed statistical significance of effects in both directions. Except for two results, cross-lagged relationships were negative, indicating that better SRL-aspects from the previous week resulted in reduced stress in the current week and vice versa. The effects for the cross-lagged paths from SRL-aspects to stress were predominantly of medium size, whereas the influence of stress on individual SRL-aspects was predominantly small. The present study highlights a potentially causal and mostly negative relationship between stress and various aspects of SRL, but also that the individual relationships require differentiated consideration. The results can be used to develop targeted interventions in the practical part of the training of health science students to reduce stress and improve specific aspects of SRL. Furthermore, these findings underscore assumptions regarding connections between anxiety and increased stress, negative relationships between stress and motivation, and the importance of effective time management strategies for stress reduction.

show abstract

The multiplicative effect of stress and sleep on academic cognitions in Latino college students

Cited by 3 publications

References 65 publications

Workplace Learning: The Bidirectional Relationship between Stress and Self-Regulated Learning in Undergraduates

Workplace Learning: The Bidirectional Relationship between Stress and Self-Regulated Learning in Undergraduates

Latent Profiles of Sleep Patterns in Early Adolescence: Associations With Behavioral Health Risk

Workplace learning: the bidirectional relationship between stress and self-regulated learning in undergraduates

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