thesis
Should I Stay or should I Go?: The Effects of Student Individual Differences on Stress and Estimated Gains from the University Experience
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Abstract
The aim of this thesis was to identify factors at the commencement of university
study that may enable prediction of both estimate of gains and experience of
stresses. This was done in order to provide information that may enable early
identification of risk factors in respect to student attrition. To this end, the thesis
examined individual differences amongst students that relate to perception of
both estimated gains and stress early in the university experience. Initially, the
individual differences studied were those relating to student demographics of
age, gender, whether the student performed additional part-time work and the
number of hours of work performed and the influence of finances. This first
round of testing was performed by distributing questionnaires examining the
aforementioned via student welcome packs at commencement of university
study. The results of this first round of testing suggested particular importance
of intrinsic values on estimated gains. In addition to some influence of finances,
gender and hours of work. From open questions present in this first round of
testing, focus group questions were formulated in order to further develop the
questionnaire. From the findings of study two, this was then expanded to
include the influence of perceived demands, control and support and locus of
control on estimated gains and subjective perceived stress. This was again
performed by distributing a questionnaire at inception, albeit personally to help
response rate and answer any queries. This third round of testing, as implied
by the focus group responses, found an additional influence of locus of control
and the perception of demands, control and support on estimated gains and
stress. Finally, the fourth round of testing included biological indicators of
stress, namely salivary cortisol levels through the use of analysis of levels of salivary cortisol, collected using a salivette. This final study suggested a
difference in the effects of perceived demands, control and support on both
perceived and biological responses to stress The study in all found that there is
a definite prediction of estimate of gains from the university environment by the
work values studied. Although it was found that gains were primarily influenced
by intrinsic values (achievement, advancement, autonomy, personal
development), an influence of extrinsic values (economics, prestige, social
interaction) was also evident. In addition to work values, demographics of
gender, age and hours of work were also found to influence differences in
estimated gains and stress. None of the values studied were found to predict
perceived stress, however the distinction between perceived and objective
biological measures of stress was highlighted. In particular, with regard to the
perception of demands, control and support from the university environment.
The results of the study also suggested that the extent to which students
perceive demands, control and support from the university environment may
also have an impact on the student experience of stress, particularly biological
stress, which can result in potential harm to physical well-being