An Examination of the Relationship Among Academic Stress, Coping, Motivation, and Performance in College

By C. Struthers, R. Perry, V. Menec. 2000

595 citations recorded by the source corpus.

Subfields: Leadership and Management, Social Psychology, Sociology and Political Science

View Paper: https://www.semanticscholar.org/paper/17e21914f8eee3a87f4937204269c280bc29173b

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In Leadership and Management

In Social Psychology

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Citations in the corpus

Stress and the higher education student: a critical review of the literature (2006, background): “Several studies have focused on the relationship between stress experienced while studying and academic performance (Linn & Zeppa, 1984; Clark & Riker, 1986; Struthers et al., 2000).”
Evaluación del estrés académico en estudiantes de nueva incorporación a la universidad (2012, background): “Por otro lado, un amplio número de investigaciones también constata que niveles muy elevados de estrés se relacionan con niveles de rendimiento inferiores (p. ej., Akgun & Ciarrochi, 2003; Struthers et al., 2000).”
Learned Resourcefulness Moderates the Relationship Between Academic Stress and Academic Performance (2003, background): “This result is consistent with previous research findings (Felsten & Wilcox, 1992; Struthers et al., 2000) indicating an inverse relationship between stress and academic performance.”
Exploring coping and optimism as predictors of academic burnout and performance among university students (2019, background): “…previous research found that improving aptitudes and attitudes to cope with stress may decrease emotional exhaustion in teachers ( _Zołnierczyk-Zreda, 2005) and academic stress in college students (Bonneville-Roussy, Evans, Verner-Filion, Vallerand, & Bouffard, 2017; Struthers et al., 2000).”
Stress among higher education students: towards a research agenda (2008, background): “Several studies have focused on the relationship between stress experienced while studying and academic performance ( Struthers et al. 2000; Linn et al. 1984; Clark et al. 1986).”
Coping, academic engagement and performance in university students (2018, background): “Previous research suggested that performance was indirectly and positively related to adaptive coping (Crego et al., 2016; Ortega-Maldonado & Salanova, 2018; Struthers et al., 2000) and negatively related to maladaptive emotional coping (Crego et al., 2016).”
Relationships of personality, affect, emotional intelligence and coping with student stress and academic success: Different patterns of association for stress and success (2012, unknown): “Academic success has also previously been found to be related to task-focussed coping (Struthers et al., 2000; Zeidner, 1995).”
Self-Efficacy, Stress, and Academic Success in College (2005, background): “…among traditional undergraduates (Felsten and Wilcox, 1992; Pritchard and Wilson, 2003; Russell and Petrie, 1992), for freshmen in particular (Struthers, Perry, and Menec, 2000), for inner-city high school students (Gillock and Reyes, 1999), and for immigrant college students (Buddington,…”
Understanding Women's Underrepresentation in Science, Technology, Engineering, and Mathematics: The Role of Social Coping (2010, background): “One exception is a study by Struthers, Perry, and Menec (2000); using a sample of psychology students, they found that coping strategies differentially related to stress management and motivational outcomes.”
Examination stress and test anxiety (2008, result): “Some studies examine the influence of examination stress on grade (e.g. Struthers et al., 2000) and measure students’ perceptions of worry in such a way that is indistinguishable from that of test anxiety.”
Academic expectation, self-compassion, psychological capital, social support and student wellbeing (2020, unknown): “Ultimately the important factor is how students cope with stress and thus prevent it a ﬀ ecting their performance (Struthers, Perry, & Menec, 2000) and their wellbeing (Potter, 2017; Tyssen, Vaglum, Gronvold, & Ekeberg, 2001).”