A prospective longitudinal investigation of social problem-solving appraisals on adjustment to university, stress, health, and academic motivation and performance.

By S. R. Baker. 2003

198 citations recorded by the source corpus.

Subfields: Clinical Psychology, Social Psychology, Speech and Hearing

View Paper: https://www.semanticscholar.org/paper/9f1fa5be93c2c6c126435ee078433179734a1d97

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Citations in the corpus

Stress and Subjective Well-Being Among First Year UK Undergraduate Students (2016, unknown): “There is relatively little research on stress and achievement in undergraduates, but what there is suggests that high stress levels are associated with lower levels of achievement (Baker, 2003; Hojat, Gonnella, Erdmann, & Vogel, 2003; McKenzie & Schweitzer, 2001; Robotham & Julian, 2006).”
Latent Motivational Change in an Academic Setting: A 3-Year Longitudinal Study (2005, methodology): “The motivational forms measured by the AMS were found to be related differently to important educational consequences such as procrastination (e.g., Sene´cal, Koestner, & Vallerand, 1995) and adjustment to university (e.g., Baker, 2003 ).”
Academic achievement in first-year university: who maintains their high school average? (2011, background): “Although not all students experience the transition to university similarly (Birnie-Lefcovitch 2000, Kerr et al. 2004), researchers have found that regardless of the factors responsible for generating stress, the greater the degree of stress experienced, the greater the negative effect on academic p”
An Explication of Social Norms (2005, background): “There is evidence that such a time is difficult for some students and that the stress they experience impacts both their physical and psychological health (Aspinwall & Taylor, 1992; Baker, 2003).”
An exploratory study of students’ weekly stress levels and sources of stress during the semester (2018, background): “Research on the relationship between stress and achievement in undergraduates showed that high stress levels are associated with lower levels of achievement (Baker, 2003; Hojat et al., 2003; McKenzie and Schweitzer, 2001; Robotham and Julian, 2006).”
A self-determination theory approach to predicting school achievement over time: the unique role of intrinsic motivation (2014, background): “A careful examination of past research shows that only a few studies have adopted a prospective design while also controlling for previous achievement (Baker, 2003; Black & Deci, 2000; Burton, Lydon, D'Alessandro, & Koestner, 2006, Study 2b).”
Adaptation to College for Students with and without Disabilities: Group Differences and Predictors. (2010, background): “…and intellectual ability (Aspinwall & Taylor, 1992; Brooks & DuBois, 1995; Sternberg & Kaufman, 1998), problem solving skills and coping styles (Baker, 2003; Brooks & DuBois, 1995; Cantor, Norem, Neidenthal, Langston, & Brower, 1987; Clark & Hovanitz, 1989; Heppner & Anderson, 1985; Hovanitz,…”
Adjustment to university and academic performance among disadvantaged students in South Africa (2009, background): “Much of the literature on the effects of academic motivation on educational outcomes shows that it is linked to adjustment and academic performance at university (see Baker, 2003, 2004; Beyers & Goossens, 2002; Deci, Vallerand, Pelletier, & Ryan, 1991).”
Motivation profiles at work: A self-determination theory approach (2016, result): “However, lending confidence to the current interpretations, prior longitudinal research has supported the idea of directional relationships through which motivation levels predict later levels of performance and wellbeing (e.g., Baker, 2003; Dysvik & Kuvaas, 2013).”
The influence of motivation and adaptation on students’ subjective well-being, meaning in life and academic performance (2016, background): “The results also contradict previous research reporting that amotivation predicts greater stress, low self-esteem and poor mental health among university students (Baker, 2003, 2004; Petersen et al., 2009).”