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A Mouse Model of Subchronic and Mild Social Defeat Stress for Understanding Stress-induced Behavioral and Physiological Deficits
Published on: November 24, 2015
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Understanding stress as an impediment to academic performance
Patricia Frazier1, Abigail Gabriel1, Addie Merians1
1a Department of Psychology, University of Minnesota , Minneapolis , Minnesota , USA.
Journal of American College Health : J of ACH
|October 5, 2018
Summary
College students who perceive stress as an academic impediment have lower GPAs and psychosocial challenges. Interventions should address these factors to improve student performance and well-being.
Area of Science:
- Psychology
- Education
Background:
- Stress is a primary concern impacting college students' academic success.
- Understanding the relationship between perceived stress and academic performance is crucial.
Purpose of the Study:
- To evaluate the accuracy of student perceptions regarding stress as an academic impediment.
- To identify demographic and psychosocial factors associated with stress perception and academic performance.
- To analyze the correlation between these factors and students' Grade Point Average (GPA).
Main Methods:
- Online surveys administered to 8,997 undergraduate students across 20 Midwestern institutions in February-March 2015.
- Assessment of perceived academic impediments, cumulative GPA, demographic data, and psychosocial factors including coping self-efficacy, resilience, and social support.
Main Results:
- Students reporting stress as an impediment had lower GPAs, higher stress levels, and reduced coping self-efficacy, resilience, and social support.
- Male, heterosexual, and ethnic-minority students were less likely to report stress, though this did not correlate with higher GPAs.
Conclusions:
- Perceived stress significantly impacts academic performance, mediated by psychosocial factors.
- Targeted interventions focusing on stress reduction and enhancing psychosocial resilience are recommended for college students.
- Addressing the perception of stress as an impediment is key to improving academic outcomes.
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