ERIC Number: EJ1093892
Record Type: Journal
Publication Date: 2016
Abstractor: As Provided
The Effects of Sex and Gender Role Identity on Perceived Stress and Coping among Traditional and Nontraditional Students
Jones, Kayla; Mendenhall, Sarah; Myers, Charlsie A.
Journal of American College Health, v64 n3 p205-213 2016
Objective: This study examined differences in perceived stress and coping strategies based on gender role identity (GRI) and sex among traditional and nontraditional college students. Participants and Methods: Online surveys that assessed demographic information, GRI, and perceived stress were completed between October 2013 and March 2014 by 197 students. Results: Nontraditional masculine male students reported higher levels of perceived stress compared with nontraditional androgynous male students. Traditional androgynous female students showed significantly lower levels of perceived stress compared with their masculine counterparts. Nontraditional female students reported using more approach coping strategies than their traditional male students, but there were no differences in coping strategies among traditional students. Conclusions: These results suggest traditional and nontraditional students have different levels of perceived stress based on sex and GRI. Thus, colleges and universities should consider designing workshops, programs, and seminars to address the needs of students based on their sex, GRI, and student type.
Descriptors: Nontraditional Students, Coping, Stress Variables, Sex Role, Gender Differences, Online Surveys, Stress Management, Undergraduate Students, Student Attitudes, Comparative Analysis, Student Characteristics, Correlation, Personality Measures, Likert Scales
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Bem Sex Role Inventory