Self-leadership and stress among college students: Examining the moderating role of coping skills††

Abstract

Objective: Stress remains a major health concern among college students today. Consequently, research on student stress is imperative, from both an organizational and an individual perspective. This research study explores the moderating role of coping skills on the relationship between self-leadership and stress among college students. Participants: Data from 643 full-time undergraduate students attending a 4-year public university in the mid-Atlantic region were collected in February 2017 and analyzed using a moderated regression model. Results: The results indicate self-leadership practices do reduce student stress levels and that this relationship is moderated by student coping skills. Conclusion: The findings from this study deepen our understanding of how self-leadership practices may decrease student stress and showcases self-leadership as an effective tool for reducing college student stress.     

An Examination of Conflict in Emerging Adulthood Between College Students and Their Parents

Abstract

Two hundred seventy-three college students between the ages of 18 and 22 years, and in the midst of what some researchers would refer to as Emerging Adulthood, reported the most common topics of conflict that they experience with their mothers and fathers and provided their perceptions of these conflicts. Female and male emerging adults reported similar topics of conflict with their mothers and fathers. The sex of the emerging adults and that of their parents who were involved in the conflict appeared to play an important role in the complex dynamic related to their perceptions of their parents following the conflict, especially for positive perceptions of fathers and perceptions of fathers' emotional availability and acceptance. The results of this study further the understanding of conflicts that occur between emerging adults and their parents.     

Parent–Child Conflict and Suicide Rumination in College Students: The Mediating Roles of Depressive Symptoms and Anxiety Sensitivity

Abstract

Objective: Parent–child conflict, depressive symptoms, and anxiety sensitivity have each been identified as risk factors for suicide ideation in college students. This study examined the relations among these risk factors and suicide rumination utilizing transition theory to guide the hypothesized relations. Participants: Undergraduate college students participated in this study in the spring of 2012 (January to May). Methods: Participants completed self-report measures of parent–child conflict, depressive symptoms, anxiety sensitivity, and suicide rumination, among other measures. Hypothesized pathways and mediation were tested using path analysis. Results: Suicide rumination was positively and uniquely predicted by depressive symptoms, anxiety sensitivity, and parent–child conflict. The relation between parent–child conflict and suicide rumination was, in part, accounted for by depressive symptoms and anxiety sensitivity. Conclusions: Results suggest that it would be advisable for clinicians to assess for students’ conflicts with their parents in conjunction with their levels of depression and anxiety when assessing for suicide risk.     

An examination of the impact of maladaptive coping on the association between stressor type and alcohol use in college

Objective: Examine the impact of maladaptive coping style on the association between source of stress (academic, interpersonal, intrapersonal, environmental) and alcohol use (consumption, heavy episodic drinking, driving under the influence) among college students. Participants: 1,027 college students completed an online survey in April 2014. Methods: To test the mediating effects of maladaptive coping on the association between academic stress and alcohol use variables, indirect effects were examined using the PROCESS analytical framework for SPSS. Results: Maladaptive coping and academic stress were associated with alcohol use outcomes. Moreover, maladaptive coping mediated the relationship between academic stress and two of three alcohol use outcomes (consumption, heavy episodic drinking). Conclusions: Among college students, the association between academic stress and alcohol use may be driven by maladaptive coping. College students may benefit from interventions that seek to improve coping skills, potentially alleviating the burden of academic stress and decreasing problematic alcohol use.     

Gender,work-family conflicts,and perceived parental success: The moderating role of gender ideology

ABSTRACT

We know little about how perceptions of conflict between work and family shape the subjective views of dual-earner parents. Given time constraints and the prevalence of gendered parenting norms, gender ideologies and work-family conflicts may help explain perceived parental success. Using data from the 2002 National Study of the Changing Workforce, I explore whether gender ideology moderates how conflicts between work and family relate to perceived parental success. Among dual-earner mothers, work-to-family conflict was negatively related to perceived parental success. For dual-earner fathers, work-to-family conflict was positively associated with perceived parental success among more traditional fathers, while the opposite was the case for more egalitarian fathers. Family-to-work conflict was only negatively related to the perceived parental success of more traditional fathers. These findings suggest that gender ideologies are more central in explaining how work-family conflicts relate to fathers’ perceived parental success compared to that of mothers.     

Parent Conflict as a Mediator Between Marianismo Beliefs and Depressive Symptoms for Mexican American College Women

Abstract

Objective: The purpose of this study is to examine how marianismo is related to the depressive symptoms of Mexican American women with family conflict as a mediator. Participants: During January of 2010, 170 Mexican American women college students in a southern, Hispanic-serving institution were sampled. Methods: A mediation analysis was conducted to determine if parent conflict mediates the relationship between marianismo values and depressive symptoms. Results: Results from Barron and Kenny's¹ mediation analysis method, in conjunction with a Sobel² test indicated that parent conflict significantly mediated the relation between marianismo and depressive symptoms. Conclusion: Findings and implications of the mediation will be discussed for the mental health and treatment of Mexican American women college students.     

Health Education as a Component of Campus Bulimia Treatment Programs

Abstract

College students experience stressful life events and little research exists on the role the Internet may play in students’ coping. Objective: The purpose of the present study was to examine associations among perceived stress, time spent on the Internet, underlying motives for utilizing the Internet, problematic Internet use, and traditional approaches to coping. Participants: Data were collected from 267 college seniors during March of 2011. Methods: Participants completed an online survey containing measures of coping, motives for utilizing the Internet, problematic online behavior, perceived stress, and background information. Results: Being female, avoidant-emotional coping, and online motive to cope were positively associated with perceived stress and months since most stressful life event and online motive to enhance were negatively associated with stress. Conclusions: Professionals working with college students will benefit from using a nuanced approach to assessing students’ online behavior, including an assessment of underlying motives for use.     

Quiet ego,self-regulatory skills,and perceived stress in college students

Objective: Examine the unique contributions of self-control and grit subscales (perseverance, interest consistency) as potential mediators of the relationship between quiet ego characteristics and less perceived stress in college students. Participants: Data from 1117 college students were collected between October, 2015 and May, 2016. Methods: The sample was split randomly into exploratory and confirmatory samples. Multiple mediator models were tested with PROCESS module (SPSS v. 24) in both samples. Results: Hypotheses were largely confirmed with self-control fully mediating the link between quiet ego and perceived stress in both samples. Conclusions: Although many self-regulatory constructs may argue for their positive impact on college student outcomes, interventions that strengthen self-control, and not grit, may be most promising to reduce perceived stress. Further, interventions to strengthen quiet ego characteristics may be beneficial for strengthening self-control in college students.     

Beliefs underlying stress reduction and depression help-seeking among college students: An elicitation study

Objective: This study illustrates how a theory-based approach can identify college students’ beliefs about stress reduction activities and help-seeking for depression. These beliefs are the basis for intervention design. Participants: A sample of 53 undergraduate students at a public university in the Midwest participated in this research during March 2016. Methods: An open-ended belief elicitation survey was administered online. Beliefs were identified through qualitative thematic analyses. Results: Exercise was students’ most preferred stress reduction activity. Beliefs about exercise emphasized physical benefits yet also not having time for exercise. Beliefs about help-seeking for depression emphasized treatment efficacy, support from others, stigma, and time constraints. Conclusions: Whereas beliefs about positive outcomes inform educational and motivational messages, beliefs about time constraints underscore the need to also consider structural factors that can help students find time to attend to their well-being.     

Stages of Change and Possible Selves: 2 Tools for Promoting College Health

When considering health promotion among college students, 2 questions that arise are how to (1) most effectively offer health initiatives and (2) motivate students to participate in these efforts. Objective: In responding to these questions, the author considered 2 health-promotion tools: the transtheoretical model and the concept of possible selves. Participants: There were 304 college students who participated in this study. Methods: To explore how such information can assist health-promotion planning by determining which behaviors to target and how to match interventions to the overall population's stage of change, the author had students report their stage of change for 6 health behaviors. In addition, to explore possible motivations for moving from the precontemplation to the preparation stage of change, the author had students generate future self-concepts regarding their health (health-related possible selves). Results: The number of illness-related possible selves cited was significantly related to stage of change for smoking and stress management. For smoking, precontemplators had the fewest number of illness-related possible selves; however, the author observed the opposite for stress management. Conclusion: The findings have implications for how the transtheoretical model and the concept of possible selves can serve as useful tools in promoting college health.     

Risk in childhood family environments and loneliness in college students: Implications for health

Abstract

Objective: To investigate associations between risk in family environments and health-relevant outcomes in college and the role of loneliness. Participants: College students at a state university (N?=?360). Methods: We utilized linear regression to examine relationships between risk in family environments and loneliness, perceived stress, affect, and self-rated health. We tested for indirect effects of risk in family environments on outcomes through loneliness Results: Analyses showed that risk in family environments associated with loneliness (β?=?0.12 t[358]?=?2.22, p = .03, R² change = .02), perceived social stress (β?=?0.20, t[357]?=?3.88, p?<?0.001, R² change = .04), negative and positive affect (β?=?2.44, t[357]?=?3.95, p < .001, R² change = .04), and (β = –0.18 t[357]= –3.44, p = .001, R² change = .03 respectively), and self-rated health (β?=?0.19, t[359]?=?4.57, p < .001, R² change = .10). Significant indirect effects were observed for risk in early family on all outcomes through loneliness. Conclusion: These findings provide initial evidence that risk in childhood family environments may negatively affect health by increasing loneliness in college students.     

College students with congenital heart disease: A critical time for transition

As medical and surgical advances improve, more young adults with congenital heart disease (CHD) are attending college. This case study illustrates some of the issues that these young adults may face as they attend college and discusses the role that college health practitioners can play in easing that transition. Participants: A case of a male with CHD presenting to the college health clinic with a new onset headache. Methods: The authors discuss some of the unique challenges that college health practitioners may face when caring for students with CHD. In addition, they make recommendations on how best to care for these patients and how best to coordinate care with CHD students other care providers. Results: This student with a history of coarctation of the aorta presented with new onset headaches and was found to have high blood pressure. He was diagnosed with recurrent coarctation, underwent percutaneous treatment with stenting and quickly resumed classes. Conclusions: As more students with CHD enter college, college health providers will need to understand some of the health risks that CHD students face. In addition, understanding some of the optimal ways to coordinate care with CHD providers can ease the transition that CHD students face as they enter college.     

Mindfulness and Alcohol Problems in College Students: The Mediating Effects of Stress

Abstract

Objective: To examine the relationship between mindfulness and alcohol problems in college students, as well as the role of stress as a mediator in this relationship. Participants: Participants were 310 students from a small, private college in the Northeast. Methods: Students completed self-report measures, including the Perceived Stress Scale, the Five Facet Mindfulness Questionnaire, and the Rutgers Alcohol Problems Index. Results: Mindfulness was negatively correlated with alcohol problems and stress, whereas stress positively correlated with alcohol problems. Results implicated stress as fully mediating the relationship between mindfulness and alcohol problems. Alcohol problems were negatively correlated with the Acting With Awareness and Describing Experience facets of mindfulness. Conclusion: Mindfulness-based stress reduction or other mindfulness programs may be useful in decreasing alcohol problems on college campuses via the effects on stress.     

Victimization and Microaggressions Targeting LGBTQ College Students: Gender Identity As a Moderator of Psychological Distress

ABSTRACT

Lesbian, gay, bisexual, transgender, and queer and questioning (LGBTQ) discrimination continues to be common on college campuses. While a number of studies have examined blatant victimization among students, little attention has been given to LGBTQ microaggressions. In this study, we examine both blatant victimization and microaggressions and their association with psychological distress among LGBTQ college students (N = 497) and look at whether gender identity moderates these relationships. Both forms of discrimination are associated with lower self-esteem and greater stress and anxiety. Victimization is more negatively associated with self-esteem among trans* students. Our findings emphasize the importance of addressing both blatant and subtle forms of discrimination targeting LGBTQ college students.     

The relationship between student core self-evaluations,support for school,and the work–school interface

More students than ever before are combining the experience of higher education with paid employment, but relatively little research has been done exploring how students manage these roles. In the current study, we explored the association between personality (i.e. core self-evaluations) and support, both specific to the school context. The relationship between support for school and both work–school conflict (WSC) and work-school enrichment (WSE) were also studied, and in turn, associated outcomes (i.e. grade point average, job satisfaction, general psychological health, and school burnout) of inter-role conflict and enrichment. In a two-wave study of 291 employed college students, we found that individuals high in school-specific core self-evaluations perceived greater organizational support and family support for school, which was associated with decreased WSC and increased WSE (through organizational support). In turn, WSC was related to lower general psychological health and higher school burnout whereas WSE was related to higher job satisfaction. These findings are consistent with theories of personality and stress, conservation of resources theory, and organizational support theory, and suggest that both organizations and universities have a role to play in helping students manage ‘learner’ and ‘earner’ roles.     

Everyday Conflict and Stress Among Older African American Women

Abstract

Older African American women are at high risk for morbidity due to anger suppression and stress. Yet sources of everyday stress and conflict in the lives of older African American women have not been documented. Such information is essential for developing health promotion programs. A focus group study was conducted with older African American women on everyday stress and conflict. Everyday stress stemmed from worries about functional disability and about accessing transportation. Everyday conflicts occurred with adult children, teen-aged grandchildren, and older neighbors or peers. Conflicts with adult children centered on how the adult child was raising his/her children. Conflicts with grandchildren centered on social respect. Conflicts with neighbors/peers centered on perceived rudeness or past transgressions. Participant strategies for dealing with stress and conflict tended to be avoidant. A training program in constructive conflict strategies for older African American women is presented that draws on information gained in the focus groups.     

Adverse childhood experiences,post-traumatic stress disorder symptoms,and self-reported stress among traditional and nontraditional college students

Abstract

Objective: To investigate the relationships between adverse childhood experiences (ACEs), post-traumatic stress disorder symptoms (PTSD-S), and self-reported stress among college students. Participants: A total of 236 undergraduate students enrolled in nursing courses participated. Method: Using a correlational design, participants completed questionnaires online. To examine PTSD moderation between ACE and self-reported stress, multiple regression was employed. Stress outcomes were examined using a 4-group variable. Mean differences in stress response between these four groups were examined. Differences in ACE, PTSD-S, and stress response between traditional and nontraditional students were also examined. Results: PTSD-S moderated the relationship between ACEs, and self-reported stress. This indicates that students who report PTSD-S following childhood adversity perceive higher levels of stress. Nontraditional and traditional students differed in their responses to the ICLRE scale. Conclusion: Individuals who report PTSD-S following childhood adversity perceive higher levels of stress later in life. Stress reduction programs may be beneficial for students.     

The relationship between financial strain,perceived stress,psychological symptoms,and academic and social integration in undergraduate students

ABSTRACT

Objective: Financial strain may directly or indirectly (i.e., through perceived stress) impact students’ psychological symptoms and academic and social integration, yet few studies have tested these relationships. The authors explored the mediating effect of perceived stress on the relationship between financial strain and 2 important outcomes: psychological symptomology and academic and social integration. Participants: Participants were 157 undergraduate students. Data were collected from December 2013 to March 2014. Methods: Cross-sectional data collection conducted using online survey software. Results: It was found that perceived stress mediated the relationship between financial strain and (a) psychological symptomology and (b) academic and social integration. Both models included first-generation status as a covariate. Conclusions: Results suggest that perceived stress is an important intervention target for reducing psychological symptoms and improving academic and social integration for undergraduate students. Implications for university health centers and mental health professionals include incorporating a public health model to minimize stress risk.     

Factors associated with emotional distress and suicide ideation among international college students

Abstract

Objective: To identify risk and protective factors associated with greater emotional distress and suicide ideation among international college students. Participants: International students (n?=?435) from two Midwestern and two Southeastern universities in the US. Methods: Online surveys were administered that measured emotional distress, past-year suicide ideation, entrapment, cultural stress, family conflict, perfectionism, ethnic discrimination, interpersonal needs, ethnic identity, and cultural sanctions against suicide. Results: In final linear regression analyses, higher levels of entrapment, unmet interpersonal needs, and ethnic discrimination were significantly associated with increased emotional distress. Only unmet interpersonal needs remained significantly associated with greater past-year suicide ideation in a multivariate regression analysis. Conclusions: Clinicians working with international students and prevention programmers targeting this population should address students’ perceptions of entrapment, ethnic discrimination, and especially unmet interpersonal needs in efforts to decrease or prevent students’ feelings of emotional distress and suicide ideation.     

Social network analysis for assessing college-aged adults' health: A systematic review

Objective: Social network analysis (SNA) is a useful, emerging method for studying health. College students are especially prone to social influence when it comes to health. This review aimed to identify network variables related to college student health and determine how SNA was used in the literature. Participants: A systematic review of relevant literature was conducted in October 2015. Methods: Studies employing egocentric or whole network analysis to study college student health were included. We used Garrard's Matrix Method to extract data from reviewed articles (n = 15). Results: Drinking, smoking, aggression, homesickness, and stress were predicted by network variables in the reviewed literature. Methodological inconsistencies concerning boundary specification, data collection, nomination limits, and statistical analyses were revealed across studies. Conclusions: Results show the consistent relationship between network variables and college health outcomes, justifying further use of SNA to research college health. Suggestions and considerations for future use of SNA are provided.