Ozbek, Irene N.
Clark, Amanda J.; Rogers, Katherine H.
College of Arts and Sciences
University of Tennessee at Chattanooga
Place of Publication
Stress is a common problem for college students. The goal of this thesis was to examine the relationships between protective and risk factors to experiencing stress and how these factors may predict academic performance in college students. 125 college students were surveyed twice over the course of a semester on emotion regulation strategies, trait resilience, and perceived stress. The relationships between these variables and semester GPA were analyzed using correlational, multiple regression, and hierarchical regression analyses. It was determined that trait resilience scores do predict use of emotion regulation strategies but change in stress and trait resilience do not significantly predict variation in academic performance during the semester. Limitations and future directions are further discussed.
Thanks to my advisor, Dr. Ozbek, and committee members, Dr. Clark and Dr. Rogers, for invaluable feedback and support. Additional thanks to Dr. Jonathan Davidson, M.D., for his permission to use the CD-RISC to better understand resilience in the college population. Also, I would like to extend thanks to Linda Orth, Sandy Zitkus, and the entire records office staff of the University of Tennessee at Chattanooga for their willingness to collaborate and assist with this project. Lastly, I would like to thank the faculty and students of the Psychology Department for their overall support.
M. S.; A thesis submitted to the faculty of the University of Tennessee at Chattanooga in partial fulfillment of the requirements of the degree of Master of Science.
Stress (Psychology); Academic achievement -- Education (Higher)
xi, 72 leaves
Pendergast, Katherine A., "The role of resilience, emotion regulation, and perceived stress on college academic performance" (2017). Masters Theses and Doctoral Dissertations.