An Interpretative Phenomenological Analysis of Stress and Coping in First Year Undergraduates.

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Interpretive Phenomenological Analysis: An Appropriate Methodology for Educational Research? (2018, background): “Once sub-themes were compiled into superordinate themes, thus providing a composite portrayal of experience (Denovan & Macaskill, 2012), they were subsequently placed into a table.”
What works and why? Student perceptions of ‘useful’ digital technology in university teaching and learning (2017, background): “Instead, much of what students were reporting as ‘ most useful ’ about digital technologies related to what Denovan and Macaskill (2013) term ‘ academic focus ’ – that is, completing prescribed academic work and dutifully ‘ performing well ’ .”
Stress and Subjective Well-Being Among First Year UK Undergraduate Students (2016, unknown): “Students may find it difficult to cope with the university requirement for autonomous learning as reported by Denovan and Macaskill (2013).”
Four domains of students’ sense of belonging to university (2019, background): “2007; Denovan and Macaskill 2013).”
Stress, resilience and leisure coping among university students: applying the broaden-and-build theory (2017, unknown): “British university students are suitable participants as they are faced with an increasing range of stressors likely to have a cumulative impact on their coping ability (Denovan & Macaskill, 2013).”