Students' stress, coping strategies, and school completion: A longitudinal perspective.

By Robyn S. Hess, Ellis P. Copeland. 2001

87 citations recorded by the source corpus.

Subfields: Clinical Psychology, Education

View Paper: https://www.semanticscholar.org/paper/dc3c9d2b12711aa2972a2ea8dcdcce07c5b44def

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Clinical Psychology

In Education

Citations in the corpus

Meditation Awareness Training (MAT) for Psychological Well-Being in a Sub-Clinical Sample of University Students: A Controlled Pilot Study (2013, background): “Stress and depression amongst students are deemed to be principal factors that can lead to academic non-completion (Hess and Copeland 2001).”
Resilience and coping: Implications for gifted children and youth at risk (2005, unknown): “…good choices about friendships (to include achieving peers); encourage them to engage with nuclear and extended families, community, and school (Hess & Copeland, 2001); and develop classroom projects that increase opportunities for teamwork, sense of community, and respect (Alpert et al.,…”
Impact of views to school landscapes on recovery from stress and mental fatigue (2016, background): “…that students who report lower personal and school-related stress attain higher GPAs (Gillock & Reyes, 1999), show more academic achievement (Grannis, 1992), and are less likely to engage in behaviors that lead to lower performance (e.g., truancy, dropping out of school) (Hess & Copeland, 2001).”
The impact of stress on students in secondary school and higher education (2019, unknown): “This was particularly true for students who experience more stressful life events of a more severe nature, as well as students who do not seek support from their parents or other family members as well as students from ethnically diverse groups (Hess & Copeland, 2001).”
Moving Beyond Dropout Towards School Completion: An Integrative Review of Data-Based Interventions (2003, background): “…more attention is being given to understanding the complex interplay between student, family, school, and community variables as well as risk and protective factors in shaping students’ paths towards school withdrawal or completion (Hess & Copeland, 2001; Valez & Saenz, 2001; Worrell & Hale, 2001).”