Academic Stress Among College Students: Comparison of American and International Students.

This study compared academic stressors and reactions to stressors between American and international students using Gadzella's Life Stress Inventory (B. M. Gadzella, 1991). Five categories of academic stressors (i.e., frustrations, conflicts, pressures, changes, and self-imposed) and four categories describing reactions to these stressors (i.e., physiological, emotional, behavioral, and cognitive) were examined. The sample consisted of 392 international and American students from 2 Midwestern universities. American students reported higher self-imposed stressors and greater behavioral reactions to stressors than international students. Respondent's status (American or international) and interaction of status and stressors emerged as the 2 strongest predictors of their behavioral, emotional, physiological, and cognitive reaction to stressors. Five stressors attained statistical significance in the regression model. The findings emphasize the need to recognize cultural differences in stress management. Implications for mental health providers in the university arena are discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Gender differences in perceptions of stressors and utilization of social support among university students.

Although researchers have found that social support is an effective coping mechanism to deal with stress, there has been little research on gender differences in perceived stress and use of social support. In the present study, 186 undergraduate students from a Maritime university rated the perceived stressfulness of five scenarios, and identified the type and source of social support they would use to cope with each of the situations. Women perceived three of the five scenarios as significantly more stressful than did men. Women indicated that they would turn to their partner and friends to a greater extent than men would. Women also reported that they would seek emotional support to a greater degree than did men. However, when the perceived stressfulness of the scenarios was controlled, some of the gender differences in the sources and types of support disappeared. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Social Cognitive Predictors of Academic Interests and Goals in Engineering: Utility for Women and Students at Historically Black Universities.

This study examined the utility of social cognitive career theory (SCCT; R. W. Lent, S. D. Brown, & G. Hackett, 1994) in predicting engineering interests and major choice goals among women and men and among students at historically Black and predominantly White universities. Participants (487 students in introductory engineering courses at 3 universities) completed measures of academic interests, goals, self-efficacy, outcome expectations, and environmental supports and barriers in relation to engineering majors. Findings indicated that the SCCT-based model of interest and choice goals produced good fit to the data across gender and university type. Implications for future research on SCCT's choice hypotheses, and particularly for the role of environmental supports and barriers in the choice of science and engineering fields, are discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Drink and Be Merry? Gender, Life Satisfaction, and Alcohol Consumption Among College Students.

This study examined the impact of alcohol use and alcohol-related problems on several domains of life satisfaction (LS) in a sample of 353 college students. Alcohol use was associated with lower general satisfaction and anticipated future satisfaction among women. Female abstainers reported higher general and anticipated future satisfaction than did female heavy drinkers. Female students' alcohol use was unrelated to their academic, family, dating, or social satisfaction. Drinking among men showed a positive, curvilinear relation to social satisfaction but was unrelated to other domains of LS. Alcohol-related problems were associated with decreased LS among both men and women. These findings suggest that alcohol use by young adults is associated with both positive and negative outcomes that may be gender specific. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Predicting Educational and Vocational Attitudes Among Rural High School Students.

Given the paucity of literature addressing the experiences of rural youth, this study investigated the ability of assessed levels of social support, perceived parental involvement, academic self-efficacy, and perceived educational barriers to predict school engagement and work role attitudes among rural high school students. The authors specifically intended to test the generalizability of M. E. Kenny, D. L. Blustein, A. Chaves, J. M. Grossman, and L. A. Gallagher's '(2003) findings with a rural population and within a social cognitive career theory (R. W. Lent, S. D. Brown, & G. Hackett, 2002) framework. Results supported the hypothesized importance of contextual factors (social support and parent involvement) and self-efficacy in predicting the work and school attitudes of rural students. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Traumatic Stress, Perceived Global Stress, and Life Events: Prospectively Predicting Quality of Life in Breast Cancer Patients.

The authors investigated the relationship between stress at initial cancer diagnosis and treatment and subsequent quality of life (QoL). Women (n = 112) randomized to the assessment-only arm of a clinical trial were initially assessed after breast cancer diagnosis and surgery and then reassessed at 4 months (during adjuvant treatment) and 12 months (postadjuvant treatment). There were 3 types of stress measured: number of stressful life events (K. A. Matthews et al., 1997), cancer-related traumatic stress symptoms (M. J. Horowitz, N. Wilner, & W. Alvarez, 1979), and perceived global stress (S. Cohen, T. Kamarck, & R. Mermelstein, 1983). Using hierarchical multiple regressions, the authors found that stress predicted both psychological and physical QoL (J. E. Ware, K. K. Snow, & M. Kosinski, 2000) at the follow-ups (all ps     

"Perceived social support among college students: Three studies of the psychometric characteristics and counseling uses of the Social Support Inventory": Correction to Brown, Brady, Lent, Wolfert, and Hall.

Reports an error in "Perceived social support among college students: Three studies of the psychometric characteristics and counseling uses of the Social Support Inventory" by Steven D. Brown, Theresa Brady, Robert W. Lent, Jenny Wolfert and Sheila Hall (Journal of Counseling Psychology, 1987[Jul], Vol 34[3], 337-354). In Table 5, the reliable change (RC) values for Clients 1-7 on the UCLA Loneliness Scale and the College Student Satisfaction Scale were incorrect. The corrected values are presented in the erratum. In addition, a note should be added to Table 5 that reads: "Posttreatment scores used in the calculation of RC are means obtained from the sum of posttreatment and follow-up scores." (The following abstract of the original article appeared in record 1987-32914-001.) Perceived social support has been shown to relate to psychological distress and well-being. However, measurement of the construct has been limited by a failure to embed perceived support in a body of psychological theory that would suggest how perceived support is produced and modified. In three studies we assessed the psychometric characteristics and counseling uses of a theory-derived measure of perceived social support, the Social Support Inventory (SSI). Results of the first study indicated that the SSI possessed excellent internal consistency reliability and concurrent validity, and it performed in theoretically predicted ways in a series of construct validity analyses. Results of the second study suggested that the SSI may not be influenced by mood state or demand characteristics. The third study concerned a counseling intervention developed from the SSI's theoretical base. Reported outcomes are from the first 7 consecutive college student clients exposed to the intervention for difficulties in their social transition to college. We also describe the person-environment fit theory from which the SSI was derived and discuss future conceptual and research needs on the theory, instrument, and intervention. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Gender, Gender Relations, and the Social Dynamics of Children's Conversations.

The authors investigated the effects of gender on the social dynamics and outcomes of conversations involving 120 children (mean age = 8 years 7 months). Children were taught particular values for different shaped counters and placed in same-gender or mixed-gender pairs with children who were taught different values. Pairs were asked to add the counters together to make a total of 100. Conversations were coded in terms of communication acts and simultaneous speech acts. Boys used more controlling acts overall and more negative interruptions in mixed-gender pairs. Girls used more affiliating acts. All children used more collaborative communication in same-gender pairings. Children whose perspective dominated used more controlling and comparatively fewer affiliating acts. When children reached a compromise, conversations were more collaborative. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Acculturative stress, perfectionism, years in the United States, and depression among Chinese international students.

The present study examined whether maladaptive perfectionism (i.e., discrepancy between expectations and performance) and length of time in the United States moderated the association between acculturative stress and depression. Data were collected through online surveys from 189 Chinese international students from China and Taiwan attending a midwestern university. Results from a hierarchical regression showed that there were significant main effects of acculturative stress and maladaptive perfectionism on depression, no significant two-way interactions, and a significant three-way interaction, indicating that acculturative stress, maladaptive perfectionism, and length of time in the United States interacted to predict depression. Low maladaptive perfectionism buffered the effect of acculturative stress on depression only for those who had been in the United States for a relatively longer period of time. Implications for counseling and future research directions are discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Reasoning about the disclosure of success and failure to friends among children in the United States and China.

[Correction Notice: An erratum for this article was reported in Vol 44(5) of Developmental Psychology (see record 2008-12114-028). An error was introduced in the production process. The heading for the bottom half of Table 1 should be "China," not "Canada."] Children's reasoning about individuals' willingness to disclose their successes and failures was investigated among 194 6- to 11-year-olds in the United States and China. In Study 1, participants showed a valence-matching effect, in which they predicted that individuals would be more likely to disclose their performance to an audience of friends if the friends' level of achievement was similar rather than dissimilar. This effect was weaker among children from China, who were more likely to justify their responses with reference to the implications for learning together or improving future performance. Results of Study 2 suggest that for children from the United States, the disclosure of successful performance to a friend who has performed poorly is seen as implicitly conveying the message "I'm better than you," whereas for children from China the message is "I can help you to do better." Results are interpreted with reference to cultural values and expectations about helping others to learn. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Social support as a buffer in the relationship between socioeconomic status and academic performance.

The present study was an investigation of the potential moderating effect of social support on academic performance for students living in poverty. Data were collected in one urban middle school from 164 primarily Hispanic students using the Child and Adolescent Social Support Scale (CASSS; Malecki, Demaray, & Elliott, 2000) and students' course grade point averages (GPA). Regarding socioeconomic status (SES), students were classified as lower-SES if they received free or reduced-cost lunches or higher-SES if they did not receive free or reduced-cost lunches. First, for students with higher SES, correlational analyses revealed no significant associations between social support and academic performance as measured by GPA. Alternatively, for students of lower SES, significant, moderate associations were found between GPA scores and social support scores. Second, as predicted, regression analyses provided evidence that social support may moderate the relationship between poverty and academic performance. Implications for school psychologists and suggestions for future research are provided. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Relations Among the Structure of Learning Tasks, Achievement, and Changes in Self-Efficacy in Secondary Students.

Although much has been discovered about relations between self-efficacy and academic achievement, questions remain about links between achievement, the structure of learning tasks, and changes in students' self-efficacy as students engage with a single, complex authentic task. Students' self-efficacy for learning (SEL) and for performance (SEP) was tracked as they worked on well- and ill-structured tasks during their regular class. Students reported higher SEL and SEP for a well-structured task. Moderate achievers reported significantly more difficulty with the ill-structured task. SEP was higher and more stable than SEL, especially in early phases of both tasks. After accounting for overall academic achievement, self-efficacy was a negligible predictor of achievement. Students may perceive various features of each task's structure as difficult. Implications concerning relations among self-efficacy, task structure, and achievement are discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Prevalence of Posttraumatic Stress Disorder in Persons With Spinal Cord Injuries: The Mediating Effect of Social Support.

Objectives: To evaluate the prevalence of posttraumatic stress disorder (PTSD) and to identify risk factors of PTSD in persons with spinal cord injury (SCI). Main Outcome Measures: PTSD and social support were assessed by using the Harvard Trauma Questionnaire (R. F. Mollica et al., 1992) and the Crisis Support Scale (S. Joseph, W. Yule, R. Williams, & B. Andrews, 1993). Participants: One hundred sixty-eight persons with SCI, who were an average of 14 years after injury, filled in the questionnaire. Results: The prevalence of PTSD was 7.1%. Risk factors for PTSD included complete injury, being single, and low level of social support. Conclusions: The prevalence of PTSD after SCI is similar to that in the general population. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Gender Moderates the Effects of Independence and Dependence Desires During the Social Support Process.

This investigation examined the roles of gender and desires for independence and dependence in the support process. We assessed 118 older adults who reported needing help with at least 1 activity of daily living as a result of illness or health problems. Men with a high desire to be independent responded negatively to receiving support from their social network. Women's outcomes were generally unaffected by their independence and dependence desires. These results indicate that gender and desires for independence and dependence should be taken into account when examining the social support process, especially in men with health problems. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Prevention of Heavy Drinking and Associated Negative Consequences Among Mandated and Voluntary College Students.

The Lifestyle Management Class (LMC) was evaluated as a universal and targeted alcohol prevention program among voluntary and mandated college students. The relative efficacy of peer- and professional-led group interventions was also tested in this randomized, controlled design. LMC participants showed decreases in driving after drinking relative to control participants. Changes in heavy drinking varied as a function of treatment condition, readiness to change, and gender, with a trend toward larger decreases among voluntary LMC participants high in readiness to change and a comparable though nonsignificant advantage for male LMC participants in the mandated sample. The LMC was comparably effective for mandated and voluntary students, with no clear advantage for peer- or professional-led groups. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Social environmental selection as a mediator of gender, ethnic, and personality effects on college student drinking.

Structural equation modeling was used to test the mediational role of social environmental selection on alcohol use in cross-sectional samples of 447 students from a rural state university and 421 students from an urban private university. Results showed that male gender, White ethnicity, and sensation seeking were uniquely associated with greater alcohol use. Mediational analyses indicated that socioenvironmental factors (i.e., Greek involvement, friends' approval of drinking/getting drunk) were positively associated with alcohol use and significantly accounted for parts of the effects of ethnicity and sensation seeking, but not gender, on alcohol use. Results suggest that White students and those high on sensation seeking may drink more heavily in college, in part because they select social environments in which alcohol use is encouraged. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

"Maternal Emotional Reactions to the Premature Infant in the Context of the Family": Erratum.

Reports an error in "Maternal emotional reactions to the premature infant in the context of the family" by Robert M. Hodapp and Kathryn T. Young (Canadian Journal of Behavioural Science Revue canadienne des Sciences du comportement, 1992[Jan], Vol 24[1], 29-40). The authors of the article should be listed as Robert M. Hodapp, Yale University, Kathryn T. Young, Yale University, Marie Algieri, Hospital for Sick Children, and Klaus Minde, Montreal Children's Hospital. The two last names were inadvertendly omitted. (The following abstract of the original article appeared in record 1992-27071-001.) Examined maternal emotional reactions to the birth and early development of premature infants and whether such reactions are influenced by specific social support variables. 22 mothers of premature infants (aged 26–31 wks) were rated on 13 general psychological characteristics common to "maternal mourning reactions" of mothers of handicapped and at-risk children. Ss experienced relatively brief adverse reactions. The proposed 3-stage model of maternal mourning (i.e., shock; emotional disorganization; emotional organization) did not appear to characterize this sample. Ss with supportive spouses and close friends experienced less severe emotional reactions, as did Ss whose husbands were looking forward to becoming fathers. (French abstract) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

"Reasoning about the disclosure of success and failure to friends among children in the United States and China": Correction to Heyman et al. (2008).

Reports an error in "Reasoning about the disclosure of success and failure to friends among children in the United States and China" by Gail D. Heyman, Genyue Fu and Kang Lee (Developmental Psychology, 2008[Jul], Vol 44[4], 908-918). An error was introduced in the production process. The heading for the bottom half of Table 1 should be "China," not "Canada." (The following abstract of the original article appeared in record 2008-08592-002.) Children's reasoning about individuals' willingness to disclose their successes and failures was investigated among 194 6- to 11-year-olds in the United States and China. In Study 1, participants showed a valence-matching effect, in which they predicted that individuals would be more likely to disclose their performance to an audience of friends if the friends' level of achievement was similar rather than dissimilar. This effect was weaker among children from China, who were more likely to justify their responses with reference to the implications for learning together or improving future performance. Results of Study 2 suggest that for children from the United States, the disclosure of successful performance to a friend who has performed poorly is seen as implicitly conveying the message "I'm better than you," whereas for children from China the message is "I can help you to do better." Results are interpreted with reference to cultural values and expectations about helping others to learn. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Racial and Ethnic Differences in Depression: The Roles of Social Support and Meeting Basic Needs.

The current work examined the depressive symptoms and prevalence of major depression among members of ethnic and racial minorities and White people from a large random sample. Minority group members experienced more depressive symptoms and a marginally higher prevalence of major depression than did White participants. These effects were mediated by participants' problems meeting their basic needs. Specifically, minority group members reported more problems meeting their basic needs, and these problems were associated with an increased risk for depression and depressive symptoms. Minority group members also reported a higher quality of interpersonal functioning than White participants did, which appeared to suppress the relationship between ethnicity and depression. The implications of the findings for treatment are discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)