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Autor/inn/enParalkar, Urvi; Knutson, Douglas
TitelCoping with Academic Stress: Ambiguity and Uncertainty Tolerance in College Students
QuelleIn: Journal of American College Health, 71 (2023) 7, S.2208-2216 (9 Seiten)
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ZusatzinformationORCID (Knutson, Douglas)
Spracheenglisch
Dokumenttypgedruckt; online; Zeitschriftenaufsatz
ISSN0744-8481
DOI10.1080/07448481.2021.1965148
SchlagwörterStress Variables; Stress Management; Undergraduate Students; Ambiguity (Context); Coping; Predictor Variables; Student Behavior; Social Support Groups
AbstractObjective: Stress is a barrier to academic success for college students and the unique resilience effects of ambiguity and uncertainty tolerance have yet to be explored. We hypothesized that tolerance of ambiguity and tolerance of uncertainty relate to academic stress differently. Participants: We recruited 158 undergraduate participants from a medium-size public university in the Midwestern United States. Method: Participants completed measures of ambiguity tolerance, uncertainty tolerance, and academic stress coping strategies. Three separate regression analyses were conducted to predict approach coping, avoidance coping, and social support coping. Results: Results indicated that intolerance of ambiguity is a stronger predictor of approach and avoidance academic stress coping strategies compared to intolerance of uncertainty. Conclusion: These findings will allow for a better understanding of the dynamics underlying coping with academic stress that will be helpful to consider in vocational as well as mental health counseling for college students. (As Provided).
AnmerkungenTaylor & Francis. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst vonERIC (Education Resources Information Center), Washington, DC
Update2024/1/01
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