Experienced stress, psychological symptoms, self-rated health and academic achievement: A longitudinal study of Swedish university students.

By M. Vaez, L. Laflamme. 2008

188 citations recorded by the source corpus.

In this study we investigated whether or not problems experienced during years at university affect academic achievement. Students enrolled full-time at a Swedish university were followed up from their year of entry in 1998/1999 through to 2000/2001 ( N = 1,127) by self-administered questionnaires. Students’ sociodemographic characteristics, their experience of stressors, psychological symptoms, and mental and general health ratings were linked to their academic achievement (degree completed). The extent to which various factors or groups of factors affect academic achievement was measured by a series of multiple logistic regression analyses. Older students, females, and those enrolled on comparatively shorter programs (3 years) tended to have higher odds of being awarded a degree. Experienced stress brought on by not coping academically and due to study support demands was a substantial barrier to students’ academic achievement.

Subfields: General Health Professions, Social Psychology

View Paper: https://www.semanticscholar.org/paper/edd87ab778c72e4450392ae8e379bd95ff2842c9

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Citations in the corpus

Academic achievement in first-year university: who maintains their high school average? (2011, background): “Other studies have found an association between self-esteem and academic achievement (Stupnisky et al. 2007) and have shown that the more positive the self-perception of health, the higher one’s first year cumulative GPA will be ( Vaez and Laflamme 2008 ).”
Life stress and academic burnout (2014, background): “The resultant stress they experience makes college students vulnerable to psychological and physical health problems as well as academic difficulties (Matheny et al., 2005; Ruthig et al., 2009; Vaez and LaFlamme, 2008).”
Stress, coping strategies and academic achievement in teacher education students (2019, unknown): “Vaez and La ﬂ amme (2008) found that students who were older or enrolled in shorter degree programmes (e.g. three year-programmes) were more likely to complete their studies successfully.”
Stress, resilience and leisure coping among university students: applying the broaden-and-build theory (2017, unknown): “Previous international research suggests this is an additional stressor (e.g. Vaez & Laflamme, 2008).”
Psychological Well-Being and Resilience as Predictors of First-Year Students' Academic Performance (2013, background): “Keywords: burnout in students, engagement, first-year students, psychological well-being, resilience Psychological well-being is important to actualise one’s full potential (Howell, 2009), and this is true of students in achieving their academic goals (Vaez & Laflamme, 2008).”
Negotiating the Transition to College (2014, unknown): “…and thinking styles, impact emerging adults’ adjustment to college (Bouteyre et al., 2007; Deckro et al., 2002; Jones & Frydenberg, 1998; Parker, Duffy, Wood, Bond, & Hogan, 2005; Pritchard et al., 2007) and academic achievement (Parker, Summerfeldt, Hogan, & Majeski, 2004; Vaez & Laflamme, 2008).”
Navigating the College Years: Developmental Trajectories and Gender Differences in Psychological Functioning, Cognitive-Affective Strategies, and Social Well-Being (2020, background): “…and responsibilities, academic hurdles and impending graduation (Bewick, Koutsopoulou, Miles, Slaa, & Barkham, 2010; Kadison & DiGeronimo, 2004; Vaez & LaFlamme, 2008)—there may be multiple times during which students experience developmental turning points with associated positive or…”
Examining the links between teachers support, academic efficacy, academic resilience, and student engagement in Bahrain (2018, background): “Accordingly, past studies have also suggested that students encountering risks in studies or facing difficulties need to be more academically resilient to effectively manage difficulties and obtain success (Borman and Overman, 2004; Martin and Marsh, 2008) This in a way also similar to the experienc”
An Assessment of the Psychometric Properties of the Perceived Stress Scale‐10 (PSS10) with Business and Accounting Students (2014, background): “The stress syndrome has been linked to university students in general (see Vaez and LaFlamme, 2008: 183–84 for a review), and to business students in particular (Law, 2010; Trine and Schellenger, 1999).”
Resilience, Academic Self-Concept, and College Adjustment Among First-Year Students (2018, background): “…a variety of challenges including changes in their environment, new and increased academic pressures, diminished access to previous social support networks, a need to create new peer relationships, and increased personal responsibilities (Galatzer-Levy et al., 2012; Vaez & LaFlamme, 2008).”