Some Stress Is Good Stress: The Challenge-Hindrance Framework, Academic Self-Efficacy, and Academic Outcomes

Autor/inn/en	Travis, Justin; Kaszycki, Alyssa; Geden, Michael; Bunde, James
Titel	Some Stress Is Good Stress: The Challenge-Hindrance Framework, Academic Self-Efficacy, and Academic Outcomes
Quelle	In: Journal of Educational Psychology, 112 (2020) 8, S.1632-1643 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Travis, Justin)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0663
DOI	10.1037/edu0000478
Schlagwörter	Stress Variables; Coping; Self Efficacy; Academic Achievement; Barriers; Student Motivation; Goal Orientation; Locus of Control; Grade Point Average; Withdrawal (Education); Intention; College Transfer Students; Predictor Variables + Suchen Sie Ihr Suchwort? Bewältigung; Self-efficacy; Selbstwirksamkeit; Schulleistung; Schulische Motivation; Zielorientierung; Zielvorstellung; Kursabbruch; Hochschulwechsel; Schulwechsel; Studienortwechsel; Prädiktor
Abstract	Historically, most investigations involving stress have assumed its undesirability, and deleterious effects have been identified across a variety of domains. Recently, however, researchers in management and health have differentiated between types of stress, and revealed a more complicated picture as a result. Specifically, stressors perceived as goal-relevant and manageable (i.e., challenging) are thought to increase motivation, performance, and well-being, while stressors viewed as goal-relevant but unmanageable (i.e., hindering) are believed to hamper performance and occasion maladaptive behaviors. Empirical support for this theoretical framework has accumulated in employment settings, but the model has yet to be adequately extended to higher education. The current study used a longitudinal design and multiple academic outcomes to explore the challenge-hindrance distinction in a large, diverse student sample. Students from 2 Southeastern institutions (N = 853) were assessed for challenge stress (e.g., class difficulty, high expectations), hindrance stress (e.g., ambiguous expectations, favoritism), academic self-efficacy (ASE), grade point average (GPA), hours withdrawn, and transfer intentions. Results were generally theory-consistent, as ratings of challenge and hindrance stress were associated with positive and negative academic outcomes, respectively. ASE did not moderate the challenge--GPA relationship, but emerged as an independent predictor of academic functioning. Implications for stress researchers, educators, and academic decision-makers are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01