Transcript Document

Week 9, CIS 315
Using a literature survey to discover new research topics
Part 1:
• Student summaries of current literature, last week and a half
• Let’s do a rapid summary
• Review the techniques for literature survey
Mirsa / Ranjita and Linda / Castillo, 2004
Five categories of academic stressors:
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Frustrations
Conflicts
Pressures
Changes
Self-imposed
Four categories describing reactions to stressors:
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Physiological
Emotional
Behavioral
Cognitive
Misra, Ranjita, and Linda G. Castillo. "Academic Stress Among College Students: Comparison of American and International
Students." International Journal of Stress Management 11.2 (2004): 132.
Macan/Shahani/ Dipboye 1990
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Poor time management behaviors lead to stress and poor
academic performance.
Managing time tips:
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Identify wants and needs
Rank them in their priority
Allocate time and resources accordingly
• Students who hold jobs while attending school may engage
more in time management behaviors.
Macan, T. H., Shahani, C., Dipboye, R. L., & Phillips, A. P. (1990). College
students' time management: Correlations with academic performance and stress.
Journal of educational psychology, 82(4), 760.
Nguyen-Michel/2006
• Physical Activity is a tool for managing stress
• 814 College Students were studied to make correlations between
physical activity and stress/hassles
• Significant differences in physical activity and stress/hassles, was
found across different genders, ethnic groups and college
experiences.
• Though correlates were not incredibly high it was found that
implementing more physical activities into a students life may
decrease stress
Nguyen-Michel, S. T., Unger, J. B., Hamilton, J. and Spruijt-Metz, D. (2006),
Associations between physical activity and perceived stress/hassles in
college students. Stress and Health, 22: 179–188. doi: 10.1002/smi.1094
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Self-Efficacy & Year College
Student Performance
(Chemers/Hu/Garcia 2001)
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The transition from high school to college can be difficult.
Self-efficacy has been related to persistence and achievement in educational settings.
Self-efficacy has the most powerful effects on motivation based on goals.
It is said that self-efficacy makes the biggest impact on 1st year college students based on
personal and academic adjustments to a different community and environment.
• A positive attitude will play a better effect in a change of environment from a high school to
college.
• Optimistic students tend to have less psychological stress and depression.
Chemers, Martin M., Li-tze Hu, and Ben F. Garcia. "Academic self-efficacy
and first year college student performance and adjustment." Journal of
Educational psychology 93.1 (2001): 55.
DeBarr/Pettit 2011
• Perceived Stress and Energy Drink Consumption had a positive
correlation.
• How many?
• What Days?
• Academic performance and energy drink consumption had a
negative correlation.
Pettit, M. L., & DeBarr, K. A. (2011). Perceived stress, energy drink consumption, and academic performance among college students.
Journal of American college health, 59(5), 335-341.
Misra/McKean,2000
• The purpose of this study is to examine the interrelationship of
college students’ academic stress by gender and age with the
following factors:
• Anxiety
• Time-management
• Leisure satisfaction
• It shows that older college female students with a better time
management skills experienced less academic stress than
younger college male students. However, a reverse trend
indicates that older college females students tend to experienced
a higher self-imposed stress and more physiological reactions to
stressors such as they sweat, stutter, and having a headache
more than males.
• While males scored significantly lower than females on both trait
and state anxiety, yet experience significantly higher satisfaction
from leisure activities.
Misra, R., & McKean, M. (2000). COLLEGE STUDENTS'ACADEMIC STRESS AND ITS RELATION TO THEIR ANXIETY, TIME MANAGEMENT, AND
LEISURE SATISFACTION. American Journal of Health Studies, 16(1), 41-51.
Torres/Solberg 2001
• In their 2001 study on Latino College Students, Torres & Solberg found that
stronger college self-efficacy was directly correlated to stronger
persistence intentions and indirectly correlated with better mental health
• Four constructs used in this model were:
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Self-Efficacy
Stress
Family support
Social Integration
• High availability of family support was consistent with stronger selfefficacy. Self-Efficacy correlated with social and faculty integration, but
social and faculty integration did not correlate with persistence intentions.
Torres, J. B., & Solberg, V. S. (2001). Role of self-efficacy, stress, social integration, and family support in Latino college
student persistence and health. Journal of vocational behavior, 59(1), 53-63.
Part 2
• Synthesizing the literature
• Proposing gaps in the research, and new research projects,
considering your survey
Deficiencies in the literature on stress and
college students
• Not enough focus on the community college student
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Large work schedule
Commutes, non residential status
Work / study balance, many “stresses”, many pressures
High likelihood of leaving studies
• Few definitions of “stress”
• Mention of problem solving, and its correlation to stress
• Many citations of time management, few definitions of what techniques
they used to do TM
More work could be done to:
• Get CC students talking about how they manage time, work, school,
family, commutes, coworkers, having personal time
• Get CC students talking about how they solve problems, to reduce
“stress” over time
• Study the rate of time they take to reduce stressful experiences,
explaining how they solve problems over time
• Categorize problem solving strategies for CC students, have them
relate how they effectively adapt to being a CC student
Potential scientific methods
• Study level of stress related to a problem
• Describe problem solving method
• Measure rate of stress over time (per experience of
problem)
• Chart the change in stress, when problem solving is
applied
• Summarize the problem solving method and its
efficacy
• How did the population solve problems, and what
was the success rate for their methods?
• What kinds of problem solving had the biggest, or
smallest impact on stress reduction?
Stress reduction
through problem
solving, reducing
source of stress rather
than “Stress relief,”
involving lifestyle
choices