The Predictive Power of the Transactional Theory of Stress and Coping Model for College Students in a Minority-Serving Institution
Location
SU-216
Department
Counselor Education
Abstract
College students exhibit higher rates of mental health issues compared to the general population. Karyotaki et al. (2020) noted a positive correlation between stress intensity and mental health disorders in college students, supported by the World Health Organization data. They found that 93.7% of the 20,842 students in their study reported experiencing stress across various life aspects. Objective: The present study aims to examine the constructs of Lazarus and Folkman’s (1984) stress-appraisal-coping theory for stress management in college students from an Minority-Serving Institution (MSI). Methods: One hundred fifty undergraduate students completed the survey. Hierarchical regression analysis (HRA) was used to measure the incremental variance accounted for by each predictor set. Results: The final regression model accounted for 55% of the variance in perceived stress scores, a large effect size. In the final model, the variables making significant contributions to explaining the variance in perceived stress were emotion-oriented coping, core self-evaluation scores, and social support. Implication: These findings can inform the development and selection of effective psychosocial interventions to help college students develop personal strengths and social support, buffering against the negative effects during a college mental health crisis. Future research should focus on developing and validating empirically supported stress management and wellness interventions for college students.
Faculty Sponsor
Jia Rung Wu
The Predictive Power of the Transactional Theory of Stress and Coping Model for College Students in a Minority-Serving Institution
SU-216
College students exhibit higher rates of mental health issues compared to the general population. Karyotaki et al. (2020) noted a positive correlation between stress intensity and mental health disorders in college students, supported by the World Health Organization data. They found that 93.7% of the 20,842 students in their study reported experiencing stress across various life aspects. Objective: The present study aims to examine the constructs of Lazarus and Folkman’s (1984) stress-appraisal-coping theory for stress management in college students from an Minority-Serving Institution (MSI). Methods: One hundred fifty undergraduate students completed the survey. Hierarchical regression analysis (HRA) was used to measure the incremental variance accounted for by each predictor set. Results: The final regression model accounted for 55% of the variance in perceived stress scores, a large effect size. In the final model, the variables making significant contributions to explaining the variance in perceived stress were emotion-oriented coping, core self-evaluation scores, and social support. Implication: These findings can inform the development and selection of effective psychosocial interventions to help college students develop personal strengths and social support, buffering against the negative effects during a college mental health crisis. Future research should focus on developing and validating empirically supported stress management and wellness interventions for college students.