ERIC Number: ED577654
Record Type: Non-Journal
Publication Date: 2017
Pages: 195
Abstractor: As Provided
ISBN: 978-0-3550-8493-1
ISSN: EISSN-
EISSN: N/A
The Relationship between Stress, Coping Style, and Academic Satisfaction: A Quantitative Study
Hodge-Windover, Sheila T.
ProQuest LLC, Ph.D. Dissertation, Northcentral University
College students experience a great deal of stress, which is associated with poor health and poor levels of academic satisfaction which can lead to low retention. The purpose of this quantitative correlational study was to investigate how stress and coping style predict academic satisfaction and understand how and if coping style moderates the relationship between stress and academic satisfaction. The sample included 129 college students attending a Midwestern University accredited by the Higher Learning Commission of North Central Association of Colleges and Schools in Lawton Oklahoma. The most likely participant was 18 to 25 years old, (76.7%), single (76.6%), white (58.9%) and female (63.6%). Participants completed a demographic survey, the Coping Strategy Indicator, the Stress Overload Scale, and the Academic Satisfaction scale. The null hypothesis 1 was rejected because a significant regression model revealed stress and coping style were significantly predicted academic satisfaction, (R[superscript 2] = 0.138, F(2, 104) = 3.314, p = 0.040; adjusted R[superscript 2] = 0.031). Thus, stress and coping style explained approximately 13.8% of the variance in the criterion variable, academic satisfaction. However, for hypothesis 2, the null hypothesis was accepted because the results were not statistically significant (R[superscript 2] = 0.138, F(1,104) = 3.684, p = 0.058, adjusted R[superscript 2] = 0.031). Coping style did not moderate the relationship between stress and academic satisfaction. It is important to note none of the demographic variables had a significant effect on student satisfaction. As a group, however, the model showed little effect and the measurement was not significant. Practical recommendations of the findings include using knowledge of coping style or TMS in universities to help ensure the learning environment is conducive to learning for all students and for professors to be more aware of how coping style and stress affect academic satisfaction. Recommendations for future studies include replicating this study using randomly selected students from many different universities across the nation, and using additional variables such as performance and wellbeing to determine how they predict academic satisfaction. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
Descriptors: Coping, Stress Variables, College Students, Regression (Statistics), Student Attitudes, Prediction, Measures (Individuals), Cognitive Style, Academic Achievement, Well Being, Correlation
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Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Oklahoma
Grant or Contract Numbers: N/A