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ERIC Number: ED218577
Record Type: RIE
Publication Date: 1982-Apr
Pages: 13
Abstractor: N/A
Reference Count: 0
Reaction to Stress as a Predictor of Academic Success.
Bentley, Donna Anderson
Although studies on test anxiety are abundant in the research literature, there are few investigations of the relationship of stress to academic achievement. To test the hypothesis that maladaptive methods of coping with stress are related to academic achievement in greater magnitude than the relationship of Scholastic Aptitude Test (SAT) scores, 800 junior college students responded to a stress inventory. Results supported the hypothesis. Students who used unhealthy methods of coping with stress (e.g., running away, drinking alcoholic beverages, acting out in anger) were less likely to receive good grades. Students who reacted to stress with physiological symptoms received higher grades than those who did not. Those students who received higher grades tended to internalize stress effects, using themselves as scapegoats rather than society. Both maladaptive coping methods and physiological responses were better predictors of grade point average than SAT scores. The findings suggest a need for further replication studies on the same type of student population. (JAC)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: Scholastic Aptitude Test
Note: Paper presented at the Annual Meeting of the Georgia Academy of Science, (Columbus, GA, April 1982).