Stress and Student Job Design: Satisfaction, Well-Being, and Performance in University Students

By Sarah J. Cotton, Maureen Dollard, J. de Jonge. 2002

237 citations recorded by the source corpus.

Subfields: General Health Professions, Organizational Behavior and Human Resource Management

View Paper: https://www.semanticscholar.org/paper/416890c36f858120ce6bde37287a2f4033f86bfc

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In General Health Professions

In Organizational Behavior and Human Resource Management

Citations in the corpus

How obstacles and facilitators predict academic performance: the mediating role of study burnout and engagement (2010, background): “Evidence for such an indirect effect derives from the study of Cotton et al. (2002) that”
Changes in undergraduate students’ psychological well‐being as they progress through university (2010, unknown): “2001 ; Cotton, Dollard, and de Jonge 2002 ; Jessop, Herberts, and Solomon 2005 ; Bewick et al.”
Improved Self-Control: The Benefits of a Regular Program of Academic Study (2006, background): “A disturbing trend in student health is the reported increase in student stress internationally (Sax, 1997; Cotton, Dollard, & de Jonge, 2002 ).”
Antecedents of academic performance of university students: academic engagement and psychological capital resources (2019, background): “For example, Cotton, Dollard, and Jonge (2002) draw parallels between student work in an academic context and workplace dynamics.”
Stress and Subjective Well-Being Among First Year UK Undergraduate Students (2016, unknown): “2004), and to be higher than in their peer group who are working (Cotton et al. 2002; Vaez et al. 2004).”
Stress among higher education students: towards a research agenda (2008, background): “Research on student stress is also dominated by studies from North America and is atheoretical in nature (Cotton et al. 2002).”
Student performance and high school landscapes: Examining the links (2010, background): “In addition, researchers have determined that student psychological well-being and satisfaction with academic life are positively related to measures of school performance and productivity (Chambel and Curral, 2005; Chow, 2007; Cotton et al., 2002).”
University Students’ Subjective Well-being: The Role of Autonomy Support from Parents, Friends, and the Romantic Partner (2012, unknown): “outcomes such as educational aspirations, academic engagement, class attendance, educational track/choice of field of study, and academic achievement, and dropout (Chambel and Curral 2005; Cotton et al. 2002; Nickerson et al. 2011; Salmela-Aro and TuominenSoini 2010).”
Stress and the higher education student: a critical review of the literature (2006, background): “The majority of research on stress is dominated by studies from North America and is atheoretical in nature (Cotton et al., 2002).”
Decreasing students’ stress through time management training: an intervention study (2015, background): “Heightened levels of perceived stress are discussed as reasons for underachievement and dropout (Cotton et al. 2002; Lowe and Cook 2003), long-standing illnesses (StewartBrown et al. 2000) and depression (Pengilly and Dowd 2000). Furthermore, in the study of Pierceall and Keim (2007), students repor”