Assessments (mixed methods) to Inform Programs and Research on

Transcription

1 Using Quantitative and Qualitative Assessments (mixed methods) to Inform Programs and Research on Student Stress and Academic Success Katye Miller, MS, CHES Wellness Coordinator, Student Wellness Center Daniel lnewhart, MA Director, National Research Institute for College Recreational Sports and Wellness

2 Learning outcomes Describe current research on stress and college students academic success at it relates to the ACHA NCHA. Describe the use of mixed methods in the context of the ACHA NCHA to further our understanding of academic stress. Identify how research can assist in identifying more targeted interventions. Identify how institutions can use mixed methods research to inform future use of survey instruments.

3 Literature Review Stress can influence academics (Dusselier et al. 2005; Grace, 1997; Pritchard & Wilson, 2003) Unsure of the mechanism of how this occurs Academic issues are common sources (Shafer, 1996; Dusselier et al., 2005 ) Dailyhassles (Ross, Niebling, & Heckert, 1999) Chronic stress/ ongoing stressful process (Towbes & Cohen, 1996)

4 Intrapersonal: Literature Review Career/personal motivation vs. family expectation motivation (Dennis et al., 2005) Perceived control of time (Macan et al., 1990) Emotional health sig related to GPA (Pritchard & Wilson, 2003) Perfectionists vs. high stress levels Behaviors: Maladaptive bh behaviors (DeBerard et al., 2004) Sleep behaviors (Trockel et al., 2000) Support and self efficacy: Low social support (Dennis et al., 2005) Academic self efficacy & optimism (Chemers et al., 2001; Zajacova et al., 2005)

5 Literature Review Work/volunteer hours (Dundes & Marx, 2007; Trockel et al., 2000) Coping style and motivation (Struthers et al., 2000) Learned resourcefulness (Akgun & Ciarrochi, 2003) Coping tactics no effect on GPA (Pritchard & Wilson, 2003) Hope (Snyder et al., 2002)

6 Purpose Assist in defining stress for students How stress impacts academic performance Defining i what stressors are in students lives

7 Theoretical Frame Ecological lframework McLeroy, Bibeau, Steckler, & Glanz (1988) Patterned behavior is the outcome Intrapersonal Interpersonal Institutional Community Public policy

8 Methods Multiple data sets ACHA NCHA II dataset (quantitative) Focus group data with comparison (qualitative and quantitative) ACHA NCHA II Spring 2009, 21.24% 24% response rate, 61.3% female, 80.2% white Focus Groups Five groups, six to seven students per group Structured protocol used

9 Methods Focus Groups (continued) Given items off of ACHA NCHA II Students received list of resources for stress coping and academic performance improvement Data Analysis Data transcribed and checked Used content analysis (Krippendorf, 2004) to analyze the qualitative data Organized using the ecological model as a lens to make sense of the data Triangulation achieved (Patton, 1990)

10 Results Used Creswell and Plano Clark s (2007) triangulation design: convergence model Quantitative results: Focus group participants noted stress as affecting academic performance more than main sample (descriptive only) Finances Work Involvement Sleep difficulties

11 Results Finances and work: Students who stated finances affected their academic performance were more likely to report that they worked 20+ hours/week k(large sample) l) These students were also more significantly likely to have received an incomplete for a dropped course (p<.05, large sample) Number of hours worked correlated significantly with relationship difficulties i (p<.01, large sample) l)

12 Results For the focus groups (smaller sample): Majority of students saying stress affected their academic performance also worked 1 19 hours and did not volunteer Five students reported extracurricular activities affected academic performance when they worked Fivestudents reported relationship difficulties affected academic performance when they worked Seven students reported work and sleep difficulties affected academic performance when they worked 1 19 hours

13 Results Sleep difficulties: 17.6% of the focus group sample said they felt tired, dragged out, or sleepy during the say for all 7 days of the week Focus group sample was more likely to say they went to bed because they could not stay awake any longer for 1 and 4 days of the week (33.3%, FG, 20.4% LS, 15.2% FG, 6.4% LS) Focus group participants i reported they had an extremely hard time falling asleep either 1 day a week or 2 days a week (30.3%, FG, 20.2%, LS, 21.2% FG, 12.3% LS)

14 Results Qualitative results: Themes: Midterms and stress Physiological and psychological reactions to stress Academic disconnection Temporary coping mechanisms Sides of involvement

15 Results Midterms and stress (as compared to finals week): Finals week is the easiest week of the quarter because you re like, All I have to do is study for these three or four tests t and I m done when midterms are going on I have, like, three papers, two tests, a quiz, all this stuff going on and finals I think are a piece of cake after all that.

16 Results Physiological and py psychological reactions to stress: I took the MCAT recently and so around that time, physically I would have trouble falling asleep and my heart would start tbeating really quickly. ikl Overwhelmed Frustrated

17 Results Academic disconnection: I have to work to be able to eat and have somewhere to live so that s (focusing on school first) not really even an option working has to be my number one priority it because without work, I can t be here. A lot of times I feel like because my input at work other people are relying on me. I put this as a priority a lot of the time, and they, you know, to me are a priority until sometimesthey they overshadow my academics so that they definitely affect my academics it is sort of a tough balance.

18 Results Temporary coping mechanisms Most identified their coping mechanisms as temporary, such as surfing the internet or working out Students said workshops should not be about stress, but rather alternative activities We all know we shouldn t procrastinate yet we still do it s like ok, I already knew that.

19 Results Sides of involvement: Too involved The fact that you re too involved, but if you re not enough involved you feel like you re not doing enough and then it s like, you can t fall back on that, so that s stressful, trying to keep up with everyone now, but maybe it s exceeding your capacity.

20 Discussion Conclusions Work outside school barrier to academic performance Related to finances and financial stress Inadequate sleep as contribution to OR outcome of stress Relationship difficulties

21 Limitations Exploratory research Definitions of terms Response rate to ACHA NCHA C II Overrepresentation of females

22 Future Research Limited number of international students Isolation as a coping mechanism? Motivating i versus detrimental stress Research on stress in females

23 Application Research based institution specific questions on the ACHA NCHA II additional question area Can verify or challenge major research findings on larger scale Time feeling most stressed Further operationalize the relationship between academic performance and stress Integration of environmental strategies to reduce stress of students

24 Discussion Questions 1) What are some other college health and wellness ess related issues in which a mixed methods approach may help clarify? 2) How can a mixed methods approach increase our ability to provide evidence based or theory driven programs? 3) What are some possible mixed methods approaches to assessing college health and wellness related programs? 4) How could universityadministrators bestutilize results for program development around academic success?

25 References Akgun S and Ciarrochi J. Learned resourcefulness moderates the relationship between academic stress and academic performance. Educational Psychology. 2003; 23: Chemers MM, Hu, L, and Garcia, BF. Academic self efficacy and first year college student performance and adjustment. J Educ Psych. 2001; 93: DeBerard MS, Spielmans GI, and Julka DL. Predictors of academic achievement and retention among college freshmen: A longitudinal study. Coll Stud J. 2004; 38: Dennis JM, Phinney, JS, and Chuateco LI. The role of motivation, parental support, and peer support in the academic success of ethnic minority first generation college students. J Coll Stud Dev. 2005; 46: Dundes L and Marx J. Balancing work and academics in college: Why do students working 10 to 19 hours per week excel? J Coll Stud Retention ; 8:

26 Dusselier L, Dunn B, Wang Y, Shelley MC, and Whalen DF. Personal, health, academic, and environmental predictors of stress for residence hall students. J of Am Coll Health. 2005; 54: Grace TW. Health problems of college students. JAm Coll Health. 1997;45: Macan TH, Shahani h C, Dipboye RL, and Phillips AP. College students t time management: Correlations with academic performance and stress. J Educ Psych. 82: McLeroy KR, Bibeau D, Steckler A, and Glanz K. An ecological perspective on health promotion programs. Health Educ Behav.1988; 15: Pritchard ME and Wilson GS. Using emotional and social factors to predict student success. J Coll Stud Dev. 2003; 44: Ross SE, Niebling BC, and Heckert TM. Sources of stress among college students. Coll Stud J. 1999; 33:

27 References Shafer W. Passing the test of college stress. In Schafer W, Ed. Stress management for wellness. ( ). Orlando: Harcourt Brace; 1996: Snyder CR, Shorey HS, Cheavens J, Pulvers KM, Adams VH III, and Wiklund C. Hope and academic success in college. J Educ Psych. 2002; 94: Struthers th CW, Perry RP, and Menec VH. An examination of the relationship lti among academic stress, coping, motivation, and performance in college. Research in Higher Education. 2000; 41; Towbes LC and Cohen LH. Chronic stress in the lives of college students: Scale development and prospective prediction of distress. J of Youth and Adolescence. 1996; 25: Trockel MT, Barnes MD, and Egget DL. Health related variables and academic performance among first year college students: Implications for sleep and other behaviors. J Am Coll Health. 2000; 49: Zajacova A, Lynch SM, and Espenshade TJ. Self efficacy, stress, and academic success in college. RschHigher Educ. 2005; 46: