Freshmen adaptation to university life: depressive symptoms, stress, and coping.

By Ryan Dyson, K. Renk. Journal of Clinical Psychology, 2006

962 citations recorded by the source corpus.

Subfields: Gender Studies, Safety Research, Social Psychology

View Paper: https://www.semanticscholar.org/paper/5212d4d8adbb4df20a2a832d74f4459ac6f6b366

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Citations in the corpus

How is family support related to students’ GPA scores? A longitudinal study (2012, background): “First, Dyson and Renk (2006) found academia-related stress levels to be high in university students.”
Stress, Sex Differences, and Coping Strategies Among College Students (2009, background): “Thus, greater use of emotion-focused strategies might be the result of college women’s socialization, acceptance of traditional sex roles, and the tendency for women to “tend and befriend” (Dyson and Renk 2006; Zuckerman and Gagne 2003).”
Predictors of Academic-Related Stress in College Students: An Examination of Coping, Social Support, Parenting, and Anxiety (2007, background): “For many students, stress can play a major role in the transitional period of attending college for the first time (Dyson & Renk, 2006).”
The prevalence and socio-demographic correlations of depression, anxiety and stress among a group of university students (2008, background): “In the literature, many studies point to the elevated risk of depression, anxiety and stress among first-year undergraduates [12, 15, 19, 26, 33].”
Domains and predictors of first-year student success: A systematic review (2018, background): “Students should be able to cope with and manage these intra- and interpersonal challenges, in order to successfully adapt to the university environment and to achieve a level of social-emotional well-being (Dyson & Renk, 2006; Evans, Forney, Guido, Patton, & Renn, 2010; Keyes, 2002).”
Navigating the College Years: Developmental Trajectories and Gender Differences in Psychological Functioning, Cognitive-Affective Strategies, and Social Well-Being (2020, background): “In contrast, avoidant coping is associated with worse adjustment in academic, social, personal/emotional, and institutional domains (Cousins, Servaty-Seib, & Lockman, 2017) and with greater psychological distress (Dyson & Renk, 2006; Noble, Ashby, & Gnilka, 2014).”
The Relationship Between Perceived Greenness and Perceived Restorativeness of University Campuses and Student-Reported Quality of Life (2016, background): “This is an important finding, especially with a student population on a campus environment as students are highly vulnerable to attention fatigue and stress (Atri et al., 2006; Dyson & Renk, 2006; Rawson et al., 1994).”
A Closer Look at Self-Esteem, Perceived Social Support, and Coping Strategy: A Prospective Study of Depressive Symptomatology Across the Transition to College (2014, background): “Students must adapt to being more independent from parents and family, adjust to being away from the comfort of high school friends, and make new friends (Dyson & Renk, 2006).”
Stress and Coping Patterns of University Students (2019, background): “This finding not only challenges the notion that stress is higher in the earlier transition years versus later years (Dyson & Renk, 2006), but also suggests that stress levels may plateau in the third year.”
Parent Support and Stress among First-Generation and Continuing-Generation Female Students during the Transition to College (2011, background): “…students are less likely to persist in their college education (Lohfink & Paulsen, 2005) and female students are more likely to experience higher levels of stress during college than are male first-generation students (Dyson & Renk, 2007; Economos, Hildebrandt & Hyatt, 2008; Rayle & Chung, 2007).”