Abstract/Details

Perceived stress, role strain and role involvement, predictors of academic achievement in associate degree female nursing students


2000 2000

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Abstract (summary)

This study explored relationships among a set of stress-related and demographic variables as predictors of academic achievement in 69 female nursing students. Perceived stress, role strain, role involvement and demographic variables were correlated with examination scores and semester grade point average. Perceived stress was measured using the Perceived Stress Scale (Cohen, Kamarck, & Mermelstein, 1983), role strain using the Women's Role Strain Inventory (Lengacher, 1997), multiple-role involvement using the Multiple Role Involvement Scale, and demographics using a demographic survey.

A non-experimental correlational, longitudinal research design was utilized. Lazarus' transactional model of stress (1966), Goode's theory of role strain (1960) and Sieber's (1974) theory of role accumulation were used to guide the research study.

Positive correlations were found between perceived stress and role strain (r = .62, p < .05), indicating as students experienced more role strain they also perceived more stress. Perceived stress was significantly correlated with race (p < .05), indicating non-white students perceived higher levels of stress than white students. Positive correlations were found between prior nursing grade point average and the dependent variables measuring academic achievement (p <.0001).

Hierarchical multiple regression analysis revealed prior nursing grade point average and role strain were predictors of academic achievement. Perceived stress, role strain and role involvement added seven percent to the 31% variance in examination scores and four percent to the 24% variance in semester grade point average.

More non-Caucasian students dropped out than Caucasian students (p < .01). Students who completed had a higher level of general education (p < .04) and a higher prior nursing grade point average (p < .0001).

Students who experienced an increase in role strain had a greater potential for decreased academic achievement. Associate degree nursing programs should become more sensitive to needs of minority and multiple-role students and conduct research in the area of role strain and students ability to cope with multiple roles. Research should also be conducted in the area of ethnicity and variables that effect high drop out rates.

Indexing (details)


Subject
Curricula;
Teaching;
Nursing;
Health education;
Academic achievement;
College students
Classification
0727: Curricula
0727: Teaching
0569: Nursing
0350: Health education
Identifier / keyword
Health and environmental sciences; Education; Academic achievement; Associate degree nursing; Nursing students; Role involvement; Role strain; Stress; Women students
Title
Perceived stress, role strain and role involvement, predictors of academic achievement in associate degree female nursing students
Author
Hesselberg, Bonnie Jean
Number of pages
237
Publication year
2000
Degree date
2000
School code
0206
Source
DAI-A 61/04, Dissertation Abstracts International
Place of publication
Ann Arbor
Country of publication
United States
ISBN
9780599736016, 0599736011
Advisor
Blank, William
University/institution
University of South Florida
University location
United States -- Florida
Degree
Ph.D.
Source type
Dissertations & Theses
Language
English
Document type
Dissertation/Thesis
Dissertation/thesis number
9968814
ProQuest document ID
304620156
Copyright
Database copyright ProQuest LLC; ProQuest does not claim copyright in the individual underlying works.
Document URL
http://search.proquest.com/docview/304620156/abstract
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