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The role of resilience, emotion regulation, and perceived stress on college academic performance

by Katherine A Pendergast

Institution:	University of Tennessee Chattanooga
Department:
Degree:
Year:	2017
Keywords:	Stress (Psychology); Academic achievement Education (Higher)
Posted:	2/1/2018 12:00:00 AM
Record ID:	2151582
Full text PDF:	https://scholar.utc.edu/theses/512

Abstract

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.Advisors/Committee Members: Ozbek, Irene N., Clark, Amanda J., Rogers, Katherine H., College of Arts and Sciences.