First Semester Academic Functioning of College Students: The Role of Stressful and Traumatic Life Events

Autor/inn/en	Warnecke, Ashlee; Lewine, Richard
Titel	First Semester Academic Functioning of College Students: The Role of Stressful and Traumatic Life Events
Quelle	In: International Journal for the Scholarship of Teaching and Learning, 13 (2019) 2, Artikel 8 (10 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1931-4744
Schlagwörter	College Freshmen; Stress Variables; Trauma; Resilience (Psychology); Low Income Students; Socioeconomic Background; Academic Records; Correlation; Withdrawal (Education); Grades (Scholastic); Grade Point Average; Academic Achievement; Poverty; Biographies; Experience; Public Colleges; Research Universities; Anxiety; Measures (Individuals); Depression (Psychology); Mental Health; Student Welfare; Beck Anxiety Inventory; Beck Depression Inventory + Suchen Sie Ihr Suchwort? Studienanfänger; Sozioökonomische Lage; College; Colleges; University; Universities; Publication; Hochschule; Fachhochschule; Universität; Akademieschrift; Publikation; Korrelation; Kursabbruch; Notenspiegel; Schulleistung; Armut; Biography; Biografie; Biographie; Erfahrung; Forschungseinrichtung; Angst; Messdaten; Psychohygiene; Studentenseelsorge
Abstract	The present study sought to better understand the role of stress and trauma history and resiliency among students from low socioeconomic backgrounds and their college academic outcomes. Self-reported history of stressful and traumatic life events, resilience, and demographic factors were collected at orientation for 54 "poor" students as determined by Federal standards. Academic record information was collected at the end of the first semester. The study sample was similar to other students in terms of event exposure, self-reported mental health symptoms, and resilience. Event exposure significantly correlated with course withdrawals, low grades (Fs and Ds), and mean grade point average. This research has implications for educators, mental health professionals, and college administrators. (As Provided).
Anmerkungen	Centers for Teaching & Technology at Georgia Southern University. IJ-SoTL, Georgia Southern University, Henderson Library 1301, Statesboro, GA 30460. e-mail: sotlij@georgiasouthern.edu; Web site: http://digitalcommons.georgiasouthern.edu/ij-sotl/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01