BibTex RIS Kaynak Göster

A Comparison of Perceived Stress Levels and Coping Styles of Non-traditional Graduate Students in Distance Learning Versus On-campus programs

Yıl 2011, Cilt: 2 Sayı: 4, 282 - 293, 01.12.2011

Öz

The purpose of this study was to explore the differences in perceived stress and coping styles among non-traditional graduate students in both on-campus and distance-learning programs. The study employed a quantitative causal-comparative design that involved collecting survey data. The sample consisted of 36 non-traditional graduate students who enrolled in distance learning classes along with 36 non-traditional students attending traditional on-campus courses in a graduate program. For statistical analyses, t-test and multiple linear regressions were conducted to simultaneously assess the effects of group membership and all demographic variables on each of the dependent variables (stress level and coping style). An alpha level of .05 was used to test statistical significance. Overall, there is no significant difference between the coping styles and the perceived stress levels of non-traditional graduate students who enrolled in distance-learning and on-campus programs.

Kaynakça

  • Cohen, S. (1986). Contrasting the Hassles Scale and the Perceived Stress Scale: Who is
  • really measuring appraised stress? American Psychologist, 41, 716-718.
  • Cohen S., Kamarck, T., Mermelstein, R. (1983). A Global measure of perceived stress. Journal of Health and Social Behavior, 24(4), 385-396.
  • Donavant, B. (2009). The new, modern practice of adult education. Adult Education Quarterly, 59(3), 227–245.
  • Dzurilla, T. J. & Sheedy, C. F. (1992). The relationship between social problem solving ability and subsequent level of academic competence in college students. Cognitive Therapy and Research, 16(5), 589-599.
  • Finney, J. & Moos, R. (1995). Entering treatment for alcohol abuse: A stress and coping
  • model. Addiction, 90, 1223-1240.
  • Folkman, S. & Lazarus, R. S. (1985). If it changes it must be a process- study of emotion and coping during 3 stages of a college-examination. Journal of Personality and Social Psychology, 48(1), 150-170.
  • Gulgoz, S. (2001). Stresses and strategies for international students succeeding in graduate school: The career guide for psychology students. Mahwah: Lawrence Erlbaum Associates.
  • Karoly, L. A. (2007, February). Forces shaping the future U.S. workforce and workplace: Implications for 21st century work (Testimony No. CT-273).
  • Kitahara, R. & Westfall, F. Promoting academic integrity in online distance learning courses. MERLOT Journal of Online Learning and Teaching, 3(3).
  • Koopman, C., Gore-Felton, C., Marouf, F., Butler, L. D., Field, N., Gill, M., Chen, X., Israelski, D.,
  • & Spiegel, D. (2000). Relationship of perceived stress to coping, attachment and social
  • support among HIV-positive persons. AIDS Care, 12(5), 663-672.
  • Moos, R. H. (2003). Coping responses inventory adult form: Professional manual. Psychological Assessment Resources. Odessa, FL.
  • Noh, S. & Kaspar, V. (2003). Perceived discrimination and depression: Moderating effects of coping, acculturation, and ethnic support. American Journal of Public Health, 93(2), 232- 238.
  • Pusser, B., & Breneman, D. (2007). Returning to learning: Adults' success in college is key to America's future, 1–26. Lumina Foundation for Education.
  • Rahman, A., Situ, J., & Jimmo, V. (2005, October). Participation in postsecondary education: Evidence from the Survey of Labour and Income Dynamics (Research Paper No. 81-595- MIE— No. 036). Retrieved from Culture, Tourism and the Centre for Education Statistics, Statistics Canada, Ottawa website: http://dsp-psd.pwgsc.gc.ca/Collection/ Statcan/81-595-MIE/81-595-MIE2005036.pdf
  • Romano, J. L. (1992). Psychoeducational interventions for stress management and well-being. Journal of Counseling and Development, 71(2), 199-202.
  • Snyder, P. & Tate, P. (2010). The Catalyst. Back to school. The Council for Adult and Experiential Learning, 4(2).
  • U.S. Department of Education, National Center for Education Statistics. (2009). Digest of Education Statistics, 2008 (NCES 2009-020).
  • Correspondence: Jose A. Ramos, Ph.D., Henry B. Tippie School of Management, College of
  • Business, University of Iowa, Iowa City, USA.
Yıl 2011, Cilt: 2 Sayı: 4, 282 - 293, 01.12.2011

Öz

Kaynakça

  • Cohen, S. (1986). Contrasting the Hassles Scale and the Perceived Stress Scale: Who is
  • really measuring appraised stress? American Psychologist, 41, 716-718.
  • Cohen S., Kamarck, T., Mermelstein, R. (1983). A Global measure of perceived stress. Journal of Health and Social Behavior, 24(4), 385-396.
  • Donavant, B. (2009). The new, modern practice of adult education. Adult Education Quarterly, 59(3), 227–245.
  • Dzurilla, T. J. & Sheedy, C. F. (1992). The relationship between social problem solving ability and subsequent level of academic competence in college students. Cognitive Therapy and Research, 16(5), 589-599.
  • Finney, J. & Moos, R. (1995). Entering treatment for alcohol abuse: A stress and coping
  • model. Addiction, 90, 1223-1240.
  • Folkman, S. & Lazarus, R. S. (1985). If it changes it must be a process- study of emotion and coping during 3 stages of a college-examination. Journal of Personality and Social Psychology, 48(1), 150-170.
  • Gulgoz, S. (2001). Stresses and strategies for international students succeeding in graduate school: The career guide for psychology students. Mahwah: Lawrence Erlbaum Associates.
  • Karoly, L. A. (2007, February). Forces shaping the future U.S. workforce and workplace: Implications for 21st century work (Testimony No. CT-273).
  • Kitahara, R. & Westfall, F. Promoting academic integrity in online distance learning courses. MERLOT Journal of Online Learning and Teaching, 3(3).
  • Koopman, C., Gore-Felton, C., Marouf, F., Butler, L. D., Field, N., Gill, M., Chen, X., Israelski, D.,
  • & Spiegel, D. (2000). Relationship of perceived stress to coping, attachment and social
  • support among HIV-positive persons. AIDS Care, 12(5), 663-672.
  • Moos, R. H. (2003). Coping responses inventory adult form: Professional manual. Psychological Assessment Resources. Odessa, FL.
  • Noh, S. & Kaspar, V. (2003). Perceived discrimination and depression: Moderating effects of coping, acculturation, and ethnic support. American Journal of Public Health, 93(2), 232- 238.
  • Pusser, B., & Breneman, D. (2007). Returning to learning: Adults' success in college is key to America's future, 1–26. Lumina Foundation for Education.
  • Rahman, A., Situ, J., & Jimmo, V. (2005, October). Participation in postsecondary education: Evidence from the Survey of Labour and Income Dynamics (Research Paper No. 81-595- MIE— No. 036). Retrieved from Culture, Tourism and the Centre for Education Statistics, Statistics Canada, Ottawa website: http://dsp-psd.pwgsc.gc.ca/Collection/ Statcan/81-595-MIE/81-595-MIE2005036.pdf
  • Romano, J. L. (1992). Psychoeducational interventions for stress management and well-being. Journal of Counseling and Development, 71(2), 199-202.
  • Snyder, P. & Tate, P. (2010). The Catalyst. Back to school. The Council for Adult and Experiential Learning, 4(2).
  • U.S. Department of Education, National Center for Education Statistics. (2009). Digest of Education Statistics, 2008 (NCES 2009-020).
  • Correspondence: Jose A. Ramos, Ph.D., Henry B. Tippie School of Management, College of
  • Business, University of Iowa, Iowa City, USA.
Toplam 23 adet kaynakça vardır.

Ayrıntılar

Diğer ID JA75DA89MT
Bölüm Makaleler
Yazarlar

Jose A. Ramos Bu kişi benim

Yayımlanma Tarihi 1 Aralık 2011
Yayımlandığı Sayı Yıl 2011 Cilt: 2 Sayı: 4

Kaynak Göster

APA Ramos, J. A. (2011). A Comparison of Perceived Stress Levels and Coping Styles of Non-traditional Graduate Students in Distance Learning Versus On-campus programs. Contemporary Educational Technology, 2(4), 282-293.
AMA Ramos JA. A Comparison of Perceived Stress Levels and Coping Styles of Non-traditional Graduate Students in Distance Learning Versus On-campus programs. Contemporary Educational Technology. Aralık 2011;2(4):282-293.
Chicago Ramos, Jose A. “A Comparison of Perceived Stress Levels and Coping Styles of Non-Traditional Graduate Students in Distance Learning Versus On-Campus Programs”. Contemporary Educational Technology 2, sy. 4 (Aralık 2011): 282-93.
EndNote Ramos JA (01 Aralık 2011) A Comparison of Perceived Stress Levels and Coping Styles of Non-traditional Graduate Students in Distance Learning Versus On-campus programs. Contemporary Educational Technology 2 4 282–293.
IEEE J. A. Ramos, “A Comparison of Perceived Stress Levels and Coping Styles of Non-traditional Graduate Students in Distance Learning Versus On-campus programs”, Contemporary Educational Technology, c. 2, sy. 4, ss. 282–293, 2011.
ISNAD Ramos, Jose A. “A Comparison of Perceived Stress Levels and Coping Styles of Non-Traditional Graduate Students in Distance Learning Versus On-Campus Programs”. Contemporary Educational Technology 2/4 (Aralık 2011), 282-293.
JAMA Ramos JA. A Comparison of Perceived Stress Levels and Coping Styles of Non-traditional Graduate Students in Distance Learning Versus On-campus programs. Contemporary Educational Technology. 2011;2:282–293.
MLA Ramos, Jose A. “A Comparison of Perceived Stress Levels and Coping Styles of Non-Traditional Graduate Students in Distance Learning Versus On-Campus Programs”. Contemporary Educational Technology, c. 2, sy. 4, 2011, ss. 282-93.
Vancouver Ramos JA. A Comparison of Perceived Stress Levels and Coping Styles of Non-traditional Graduate Students in Distance Learning Versus On-campus programs. Contemporary Educational Technology. 2011;2(4):282-93.