This study examined the relationship between stress, work status, gender and academic performance in 565 freshman college students. It found that working hours were positively correlated with stress levels and negatively correlated with GPA. Female students reported higher levels of event load stress than males across all work conditions. However, female non-working and part-time working students had higher GPAs than their male counterparts. The study suggests that while female students experience greater stress from multiple responsibilities, they are able to maintain higher academic performance than males. It highlights the need for further research on the roles and stress experienced differently between genders.
Ncur Emotional Intelligence And Academic Success Presentationtlwright29
Independent research course that I took over the course of 2 semesters during undergraduate at Peace College under direction of Dr. Betty Witcher,Social Psychologist
Ncur Emotional Intelligence And Academic Success Presentationtlwright29
Independent research course that I took over the course of 2 semesters during undergraduate at Peace College under direction of Dr. Betty Witcher,Social Psychologist
The Ostrich Problem: Student Self-Handicapping as Illustrated by VLE ActivityPaul Grey
Previous research (e.g. Rhodewalt & Davison, 1986) suggests that some students may self-handicap the chance of academic success by adopting non-engagement strategies to preserve self-esteem. To avoid attributions regarding ability and emotions associated with failure, students may fail to access course material or prepare adequately for an exam (Thomas & Gadbois, 2007). This provides temporary relief but induces further self-doubt when grades are released, and necessitates additional self-handicapping.
This study sought to explore student usage of a virtual learning environment (VLE), and establish reasons behind engagement and lack of engagement with the system. Quantitative data of student VLE activity for academic year 2012-13 were collected for Psychology and Counselling modules of a joint degree.
Patterns of VLE activity were consistent across the joint disciplines with higher activity at Level 4 than 5 or 6. Overall activity for Psychology was slightly higher, particularly at Level 4, likely attributed to new students learning a more technical subject. However, there was disparate activity across the Psychology modules. Analysis of Level 5 modules showed that student usage for Cognitive Psychology (1,612 hits) was far lower than for Social (3,389), Biological (3,511), Developmental (3,204), or Individual Differences (2,889).
As Cognitive and Social Psychology are Level 5 modules in the same semester assessed by exam they offer a convenient commensurate comparison. Social shows higher levels of VLE activity throughout (mean activity per month 403 vs. 847 hits). Both modules follow the same monthly pattern of moderate initial VLE activity (358 vs. 577 hits respectively) with a progressive drop-off (162 vs. 364 hits in month two, and 89 vs. 190 hits in month three), and peak usage shortly before the exam period (1003 vs. 2258 hits). Additionally, over 75% of students failed to access VLE material for Cognitive seminars compared to peak non-engagement of 42% for Social.
Students often consider Cognitive Psychology a ‘difficult’ module and these data indicate that some students may be guilty of self-handicapping by failing to engage with resources. This is supported by comparative exam pass rates with Cognitive (75%) considerably lower than Social (89%), and also by lower mean exam scores (Cognitive = 52% ; Social = 60%).
Cognitive Processes and Performance, and Abnormal Psychology, at Level 6 also show relatively low mean VLE activity, suggesting self-handicapping may be a general problem for ‘difficult’ modules. Further research is required to establish whether this behaviour is exhibited across cohorts.
A Missing Link? Self-Efficacy and Employability: The Role of Coaching in Rais...Joanna Molyn
This study will investigate the link between coaching, self-efficacy and job-seeking behaviour of accounting students at the University of Greenwich. Self-efficacy is a person’s belief or expectation that he or she can successfully perform some behaviour or behaviours (Bandura, 1977). It will examine whether coaching can be used in an educational context to change students' self-efficacy beliefs in order to increase their employability efforts (attempts to seek employment). It will use a quasi-experimental mixed method research design; combining interviews (to discover students' self-efficacy beliefs) with quantitative measures of students' pre- and post- coaching intervention self-efficacy and job-seeking behaviour levels.
The main focus of this study is to establish whether affecting students self-efficacy increases their employability efforts (attempts to seek employment or job-seeking behaviours) and whether coaching can be used as a self-efficacy increasing tool in the Higher Education (HE) sector. Coaching has not been used, until recently, in an educational context.
The main contributions of this study will be establishing the link between self-efficacy and students' efforts to seek employment, about confirming whether coaching is effective in raising self-efficacy of students and, more generally, about the role of coaching and self-efficacy in Higher Education.
Higher fees and low economic growth forced governments to impose employability on HE institutions’ agendas (HEA, 2012). Employability is a set of attributes and skills that helps students to find employment. Self-efficacy is an important dimension of employability (Knight & Yorke, 2006). Coaching is a tool that helps to build self-efficacy (Baron et al, 2011). Accounting students face negative stereotypes, mismatch of skills and a lack of ability to embrace the employability skills they need in order to succeed (Jones, 2010).
Empirical data will be collected from undergraduate accounting students from the University of Greenwich. This research focuses on the accounting students but its methodological approach can be used for any other group of students.
Achievement Goal Orientationacross Gender and Ethnicityin a Community College Honors Program
Differences in achievement goal orientation were examined in this survey across gender and ethnicity among high ability students participating in a community college honors program. Students in the program completed the Achievement Goal Questionnaire–Revised. Participants’ mean scores for mastery-approach and mastery-avoidance were higher, but not significant, in comparison to mean scores for both performance-approach and performance-avoidance goal orientations. Results indicate that there were no main effects for gender or ethnicity on achievement goal orientation. Additionally, results suggest that high ability students who choose to participate in a community college honors program are similar in their adoption of achievement goal orientation. Future research may explore differences in goal orientation between high ability students who participate in honors programs and those who choose to opt out of such undergraduate experiences.
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Discussion ab out trends in assessment and accountability for National Superintendent's Dialogue
The Ostrich Problem: Student Self-Handicapping as Illustrated by VLE ActivityPaul Grey
Previous research (e.g. Rhodewalt & Davison, 1986) suggests that some students may self-handicap the chance of academic success by adopting non-engagement strategies to preserve self-esteem. To avoid attributions regarding ability and emotions associated with failure, students may fail to access course material or prepare adequately for an exam (Thomas & Gadbois, 2007). This provides temporary relief but induces further self-doubt when grades are released, and necessitates additional self-handicapping.
This study sought to explore student usage of a virtual learning environment (VLE), and establish reasons behind engagement and lack of engagement with the system. Quantitative data of student VLE activity for academic year 2012-13 were collected for Psychology and Counselling modules of a joint degree.
Patterns of VLE activity were consistent across the joint disciplines with higher activity at Level 4 than 5 or 6. Overall activity for Psychology was slightly higher, particularly at Level 4, likely attributed to new students learning a more technical subject. However, there was disparate activity across the Psychology modules. Analysis of Level 5 modules showed that student usage for Cognitive Psychology (1,612 hits) was far lower than for Social (3,389), Biological (3,511), Developmental (3,204), or Individual Differences (2,889).
As Cognitive and Social Psychology are Level 5 modules in the same semester assessed by exam they offer a convenient commensurate comparison. Social shows higher levels of VLE activity throughout (mean activity per month 403 vs. 847 hits). Both modules follow the same monthly pattern of moderate initial VLE activity (358 vs. 577 hits respectively) with a progressive drop-off (162 vs. 364 hits in month two, and 89 vs. 190 hits in month three), and peak usage shortly before the exam period (1003 vs. 2258 hits). Additionally, over 75% of students failed to access VLE material for Cognitive seminars compared to peak non-engagement of 42% for Social.
Students often consider Cognitive Psychology a ‘difficult’ module and these data indicate that some students may be guilty of self-handicapping by failing to engage with resources. This is supported by comparative exam pass rates with Cognitive (75%) considerably lower than Social (89%), and also by lower mean exam scores (Cognitive = 52% ; Social = 60%).
Cognitive Processes and Performance, and Abnormal Psychology, at Level 6 also show relatively low mean VLE activity, suggesting self-handicapping may be a general problem for ‘difficult’ modules. Further research is required to establish whether this behaviour is exhibited across cohorts.
A Missing Link? Self-Efficacy and Employability: The Role of Coaching in Rais...Joanna Molyn
This study will investigate the link between coaching, self-efficacy and job-seeking behaviour of accounting students at the University of Greenwich. Self-efficacy is a person’s belief or expectation that he or she can successfully perform some behaviour or behaviours (Bandura, 1977). It will examine whether coaching can be used in an educational context to change students' self-efficacy beliefs in order to increase their employability efforts (attempts to seek employment). It will use a quasi-experimental mixed method research design; combining interviews (to discover students' self-efficacy beliefs) with quantitative measures of students' pre- and post- coaching intervention self-efficacy and job-seeking behaviour levels.
The main focus of this study is to establish whether affecting students self-efficacy increases their employability efforts (attempts to seek employment or job-seeking behaviours) and whether coaching can be used as a self-efficacy increasing tool in the Higher Education (HE) sector. Coaching has not been used, until recently, in an educational context.
The main contributions of this study will be establishing the link between self-efficacy and students' efforts to seek employment, about confirming whether coaching is effective in raising self-efficacy of students and, more generally, about the role of coaching and self-efficacy in Higher Education.
Higher fees and low economic growth forced governments to impose employability on HE institutions’ agendas (HEA, 2012). Employability is a set of attributes and skills that helps students to find employment. Self-efficacy is an important dimension of employability (Knight & Yorke, 2006). Coaching is a tool that helps to build self-efficacy (Baron et al, 2011). Accounting students face negative stereotypes, mismatch of skills and a lack of ability to embrace the employability skills they need in order to succeed (Jones, 2010).
Empirical data will be collected from undergraduate accounting students from the University of Greenwich. This research focuses on the accounting students but its methodological approach can be used for any other group of students.
Achievement Goal Orientationacross Gender and Ethnicityin a Community College Honors Program
Differences in achievement goal orientation were examined in this survey across gender and ethnicity among high ability students participating in a community college honors program. Students in the program completed the Achievement Goal Questionnaire–Revised. Participants’ mean scores for mastery-approach and mastery-avoidance were higher, but not significant, in comparison to mean scores for both performance-approach and performance-avoidance goal orientations. Results indicate that there were no main effects for gender or ethnicity on achievement goal orientation. Additionally, results suggest that high ability students who choose to participate in a community college honors program are similar in their adoption of achievement goal orientation. Future research may explore differences in goal orientation between high ability students who participate in honors programs and those who choose to opt out of such undergraduate experiences.
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Discussion ab out trends in assessment and accountability for National Superintendent's Dialogue
Test anxiety gender and academic achievementsDr.Nasir Ahmad
Objectives: To investigate undergraduate students’ test anxiety level; to measure
the correlation between undergraduate students test anxiety with their
academic achievement; and to measure the correlation of undergraduate students’
test anxiety from the perspective of their gender.
Methodology: Students of eight departments at University of Swat constituted
the study sample. Among these, 126 undergraduate level students were selected
through simple random sampling technique. The tool used for the study was
Westwide Test Anxiety Scale. Analysis of data was done using SPSS version 21.
Results: Among the selected respondents, there were 89 (70.63%) male and
37 (29.37%) female students. Our results revealed that 39.7% of undergraduate
university students were suffering from moderately high test anxiety. Male students
had 44.9% while female students had 27% moderately high test anxiety.
The correlation coefficient between CGPA and test anxiety of students was -.317
which shows inverse relationship. The average CGPA of male students was 2.8
while female students had a CGPA of 3.19. The mean test score of male undergraduate
students was 3.25 ±0.60 and female under graduate students was
3.13 ±0.77, p value .366.
Conclusion: Moderately high test anxiety was found in undergraduate university
students which was similar in both male and female students. Female students
showed better performance as compared to male students.
Key Words: Test anxiety, Academic achievement, Undergraduate students
IMPACT OF ORGANISATIONAL FACTORS ON THE STRESS OF WOMEN EMPLOYEESIAEME Publication
The word Stress originated from the Latin language. This means hardship, adversity, and affliction. Stress can be psychological, physical or emotional. In recent years, the landscape of higher education has grown much more competitive. Education sector considered as a stressful occupation especially for women faculty because of heavy workload, other responsibilities associated with the roles, interactions with Students and colleagues and work life balance typically lead to difficulties and pressures, resulted in stress among women faculty working in Higher Educational Institutions. Therefore, the present study is addressing the reasons causing stress among women faculty working in selected higher educational institutions focusing on demographic factors, personal factors, to study the impact of stress on their performance and also to know the coping mechanisms practicing by them to get rid of the stress. The study has been conducted by way of a planned and systematic collection of data using a self-structured questionnaire, that has been analyzed and interpreted. Finally, the study is helpful to suggest the measures to get rid of the stress faced by them.
This is a presentation reporting the results of a study conducted at The University of New Orleans on the Effects of Self-Talk on the Level of Success in College Students.
1. Freshman Stress and Academic Performance: The Role of Gender and Work Status
Can She Do it All?
Erin Stamatelaky, Gabriel Perea, Tamara Garcia & James Amirkhan, Ph. D. // Department of Psychology, California State University, Long Beach, CA
Introduction
• Stress is a predictor of academic achievement (Kotze,
Kleyhans, 2013)
• Studies consistently show that college females self-report
higher stress than males (Ruthing, Marrone, Hladkyj, &
Robinson-Epp 2011)
• Females may perceive more demands and experience event
overload. Females may be more vulnerable to poor
academic performance than males
Hypotheses
• Stress and work hours are correlated, and this effect will be
more pronounced in females
• Female working students will have higher stress overload
scores than male working students
• Female working students will have lower GPA ‘s than male
working students
Methods
Participants:
• 565 Freshman students from Cal State University Long Beach
• Male n=195, Female n =370
Measures
• The Stress Overload Scale (SOS; Amirkhan, 2012)
• 30 item questionnaire proved efficacy for determining
stress in individuals (Amirkhan, 2015)
• 2 subscales: Personal Vulnerability (perceived inability to
cope with demands) and Event Load (perceived level of
demands)
• Scored from 24 (low stress) – 120 (high stress)
• 14 items for demographics including Sex and Work Hours
• Official GPA’s
Procedures:
• Freshman students recruited in general education classes
and surveyed
• University released official student cumulative GPA’s
• Pearson r correlation used to determine relationship
between work hours and stress, and between work hours
and GPA
• 3 work status groups formed: non working, part-time (1-20
work hours), and full-time (21+ work hours) – based on
Federal work study recommended work hours
• Independent samples t-test used to compare gender
differences in stress scores and GPA within each work
group
• Event load used as main dependent variable for gender
comparisons in stress
Correlations Between Work, Stress, and GPA
• There is a positive correlation with hours worked and
SOS scores (r =.145, p < .00)
• There is a negative correlation with hours worked and
GPA (r = -.188, p < .00)
Gender Differences
Non-working students:
• Females experience higher Event Load stress scores
( p = .043, M = 41.0) than males (M = 38.8 ).
• No significant difference in Personal Vulnerability
stress scores and SOS scores
• Female students have higher GPA’s ( p = .047, M =
3.04 ) than male students ( M = 2.87 )
Part-time work students (1-20 work hours):
• Females experience higher Event Load stress scores
( p =.003, M = 43.5 ) than males
( M = 38.68 )
• Females experience higher SOS scores ( p = .021,
M = 78.16 ) stress than males ( M = 71.0)
• No significant difference in Personal Vulnerability
• Females have higher GPA’s ( p = .000, M = 3.01) than
males ( M = 2.61)
Full-time work students (20+ work hours)
• Female students experience higher Event Load stress
scores ( p =.037, M = 47.45 ) than male students ( M
= 42.71 )
• Female students experience higher Personal
Vulnerability stress scores ( p = .044, M = 32.68) than
male students ( M = 42.71 )
• Female students experience higher SOS Scores
( p=.023, M = 85.67 ) than male students
( M = 74.77)
• No significant difference in GPA
Summary
• Work hours associated with high stress overload
scores
• Female students have higher event load stress scores
than male students in all work conditions (Figure 1).
• Work hours associated with lower GPA
• Female students outperform male students
academically (GPA) in non-working and part time work
groups (Figure 2).
Limitations
• These results were all based on self report data.
• Only a small percentage were full-time working
students (n = 70); perhaps future studies will ensure
equal representation of all work groups.
• Studying beyond freshmen would provide additional
insight into the effects of work related stress on long
term academic performance..
Implications
• Females reported higher stress, however contrary to
prediction, they maintain higher GPA’s than males
(Figure 2).
• Female freshmen may have already developed coping
skills they will require into later adulthood.
• Higher event load stress can indicate multiple events
and responsibilities that females perceived.
• Future studies on perceived multiple roles between
genders can provide more insight
• Studies on role overload and work-life balance may
provide insight into event load stress
Discussion
0
0.5
1
1.5
2
2.5
3
3.5
Non-Working Part-time Full-time
Male
Female
GPA Scores
(Figure 2)
Event Load Stress Scores
(Figure 1)
24
29
34
39
44
49
54
Non-Working Part-time Full-time
Male
Female
FiguresResults
For more information, please contact:
Erin Stamatelaky: erinnicole023@gmail.com
Gabriel Perea::Gabe@goldsocialmedia.com