Student-Life Stress Inventory
ABSTRACT The reliability of the Student-Life Stress Inventory of B. M. Gadzella (1991) was studied. The inventory consists of 51 items listed in 9 sections indicating different types of stressors (frustrations, conflicts, pressures, changes, and self-imposed stressors) and reactions to the stressors (physiological, emotional, behavioral, and cognitive) as perceived by university students. Ninety-five state university students (38 males and 57 females) responded to the inventory twice within 12 days and rated each item by using a 5-point Likert scale. Students' responses were analyzed using the Pearson product moment correlation (test-retest) and Cronbach's alpha, the internal consistency correlation. All correlations were statistically significant, indicating that the inventory is highly reliable. Tables 1 and 2 present the inventory and the answer sheet. Tables 3 and 4 show correlations between responses for stress level groups. Table 5 illustrates internal consistency findings. (Author/SLD)
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ABSTRACT: This study examine the relationship between goal orientation and learning strategies with academic stress in university students(150 male and 150 female) which were selected among 4 college by cluster sampling method. Goal orientation questionnaire (Button, Mathieu and Zajac, 1996) and learning strategies questionnaire (Pintrich and Degroot, 1990) and academic stress questionnaire (Gadzella, 1991) were used as the research instrument. Finding show that there was a positive meaningful relationship between learning goal orientation with learning strategies (cognitive and met cognitive) and academic stress. Also there was negative meaningful correlation between performance goal orientation and learning strategies (cognitive and Meta cognitive). These finding also reveals that learning strategies (cognitive and Meta cognitive) have negative meaningful correlation with academic stress. Finally findings displays that academic stress is predictable through linear regression of goal orientation component and learning strategies. So totally these variables were explained 9/6 percent of the variance of academic stress.Procedia - Social and Behavioral Sciences 01/2011; 30:453–456.
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ABSTRACT: The relative contribution of geographical dislocation, attachment styles, coping behaviours, and autonomy, to successful student adjustment, was examined in relation to stress and well-being. A sample of 142 on-campus first year university students, across four Victorian university campuses completed self-report questionnaires. Questionnaires included demographic, social network, intrapsychic (attachment and autonomy), and coping variables. Multiple regression analysis revealed that being female, not having made a friend to confide in personal matters, lower achieved autonomy, and use of emotion-focused coping predicted higher levels of student stress. A second multiple regression analysis revealed that living away from home, and prefelTing others to approach oneself to initiate conversation or friendships predicted lower well-being, whilst increased frequency of phone and email contact, and greater secure parent and peer attachment, predicted greater well-being. Pearson's con'elations indicated that securely attached students used more problem-focused coping and social suppOli, wher6as insecurely attached students used more emotion-focused coping. Qualitative data indicated student concerns about being away from family and friends, finance, course direction and structure, social opportunities on campus, and generally adjusting to the university culture. It was concluded that first year on-campus students would benefit from program initiatives targeting enhancement of on-campus social opportunities, development of autonomy, problem-focused coping behaviour, interpersonal and social assertiveness. Adjusting to the first' year of university involves a variety of new experiences for students. Considering university retention rates. and attrition of first year undergraduates, some students fare better than others in adjusting to university. Previous research has found that stress and the use of non-functional coping behaviours were in<iicators of poor academic perfOlmance, leading to impaired progression and retention rates (Tchen, Carter, Gibbons, & McLaughlin, 2001). As such, it is important to identify factors that influence student's experiences of stress, and which coping behaviours are more adaptive in adjusting to university.01/2011;