Learned Resourcefulness Moderates the Relationship Between Academic Stress and Academic Performance

By Serap Akgun, Joseph Ciarrochi. 2003

312 citations recorded by the source corpus.

Subfields: Clinical Psychology, Social Psychology

View Paper: https://www.semanticscholar.org/paper/26c7d0fb8467b02628966fb5258b11d47e45f53d

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Clinical Psychology

1. David Robotham
2. Susan Dominey
3. J. McKenna
4. John F. Allan
5. Jarle Eid
6. Bjørn Helge Johnsen
7. C. Julian
8. Paul T. Bartone

In Social Psychology

1. David Robotham
2. Susan Dominey
3. J. McKenna
4. John F. Allan
5. Jarle Eid
6. Bjørn Helge Johnsen
7. Paul T. Bartone
8. Kateryna V. Keefer

Citations in the corpus

• Degrees of resilience: profiling psychological resilience and prospective academic achievement in university inductees (2014, background): “Nevertheless, the attention placed on developing strength-based behaviours such as learned resourcefulness (Akgun & Ciarrochi, 2003), emotional intelligence (Parker, Summerfeldt, Hogan, & Majeski, 2004) and social connectivity (Kantanis, 2000) has helped to moderate the impact of academic stress on…”
• Researching academic stress and anxiety in students: some methodological considerations (2007, methodology): “Akgun and Ciarrochi (2003) reported a similar”
• Impact of Learned Resourcefulness and Theories of Intelligence on Academic Achievement of University Students: An integrated approach (2006, background): “…that including situational and physiological variables, such as academic stress, anxiety, and utilisation of campus resources, will account for a lot of the remaining variability in the students’ academic self-control behaviour (Akgun & Ciarrochi, 2003; Kennett & Pettis, 2001; Rosenbaum, 1990).”
• Stress and the higher education student: a critical review of the literature (2006, background): “Students from overseas must make a similar, if not greater adjustment as cultural differences may lead to clashes in students' expectations (Earwaker, 1992; Nwadiani & Ofoeqbu, 2001; Akqun & Ciarrochi, 2003 ).”
• Test anxiety and GCSE performance: the effect of gender and socio‐economic background (2008, background): “Evidence suggests that the potential stress associated with examinations has a detrimental impact upon the performance in that examination (Akgun & Ciarrochi, 2003; Struthers, Perry, & Menec, 2000).”
• Academic Stress and Health: Exploring the Moderating Role of Personality Hardiness (2009, background): “Akgun and Ciarrochi (2003) explored the relationship between academic stress, performance, and learned resourcefulness.”