Stress, Self-Efficacy, Social Support, and Coping Strategies in University Students

By A. L. Dwyer, A. Cummings. 2001

261 citations recorded by the source corpus.

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Citations in the corpus

Relational Health, Attachment, and Psychological Distress in College Women and Men (2006, unknown): “…1996), separation from home (Beeber, 1999; Holmbeck & Wandrei, 1993), academic demands (Archer & Lamnin, 1985; Dunkel-Schetter & Lobel, 1990; Dwyer & Cummings, 2001), finances (Archer & Lamnin, 1985; Dunkel-Schetter & Lobel, 1990), and establishing relationships on the university campus…”
Student Burnout as a Function of Personality, Social Support, and Workload (2003, unknown): “…students’ health behaviors (Weidner, Kohlmann, Dotzauer, & Burns, 1996), anxiety concerning exams (Abouserie, 1994; Everson, Tobias, Hartman, & Gourgey, 1993; Sloboda, 1990), self-esteem (Abouserie; Newby-Fraser & Schlebusch, 1997), and coping strategies that students use (Dwyer & Cummings, 2001).”
Effect of Perceived Academic Stress on Students' Performance (2013, background): “Undergraduate students stated that stress was the most common factor among all health factors which impact their academic performance, as stress harmfully affects physical and psychological health (Dwyer & Cummings, 2001).”
Understanding Women's Underrepresentation in Science, Technology, Engineering, and Mathematics: The Role of Social Coping (2010, background): “…counseling, and workplace literatures and is regarded as a useful way to overcome barriers and mitigate stress at various stages in one’s career path (e.g., Carver & Scheier, 1994; Dwyer & Cummings, 2001; González-Morales, Perió, Rodríguez, & Greenglass, 2006; Neville, Heppner, & Wang, 1997).”
Self-Efficacy and Entrepreneurial Intention: The Mediation Effect of Self-Regulation (2013, background): “Selfefficacy beliefs highly influence individuals’ selection of an action despite the presence of alternatives, amount of efforts they expend to execute the action, their perseverance in the face of difficulties and challenges and their success in performing the action (Dwyer and Cummings 2001; Band”
Social Support, Self-Esteem, and Stress as Predictors of Adjustment to University Among First-Year Undergraduates (2007, background): “Students are often uncertain of their abilities to meet these demands (Dwyer & Cummings, 2001).”
Stress, Sex Differences, and Coping Strategies Among College Students (2009, background): “However , freshmen often have fewer friends than upperclassmen and they also report inadequate social support and greater difficult coping with stress than upperclassmen ( Dwyer and Cummings 2001 ) .”
Transgender Emotional and Coping Processes (2013, background): “Women are more likely than men are to use social support, and women are also more likely to view social support as more important (Dwyer & Cummings, 2001; Wohlgemuth & Betz, 1991).”
Coping strategies and psychological well-being among teacher education students (2012, background): “Along the same lines, Dwyer and Cummings (2001) found a significant correlation between stress and avoidance-oriented coping.”
Navigating the College Years: Developmental Trajectories and Gender Differences in Psychological Functioning, Cognitive-Affective Strategies, and Social Well-Being (2020, result): “In contrast, research indicates that college women seek out and report more social support (Day & Livingstone, 2003; Dwyer & Cummings, 2001; Zimmermann & Iwanski, 2014) and, in turn, experience greater levels of social adjustment (Zivcic-Becirevic, Smoiver-Azic, Kukic, & Jasprica, 2007).”