Brunel University School of Sport and Education PhD Theses
Abstract
This thesis was submitted for the degree of Doctor of Education and awarded by Brunel University.Many cognitive resources contribute towards the appraisal of stressors. Of these, self-efficacy (SE) is widely acknowledged to play a significant role in protecting adolescents from the effects of stress (Bandura,
1997). This study investigated that relationship through the use of a quasi-experimental methodology (Cook & Campbell, 1979) utilising an untreated Control group of 44 adolescent, female participants and an
Experimental group of 70 additional participants, all of whom were volunteers drawn from the Sixth Form of a single participating school. The members of both participant groups took part in two rounds of
testing, between which the members of the Experimental group were exposed to a significant academic stressor (one or more public A-level examinations). During both test phases, all participants completed the 10- item Perceived Stress Scale self-report (Cohen & Williamson, 1988), the Examination Self-Efficacy Scale instrument (Schwarzer & Jerusalem, 1995) and a bespoke Implicit Association Test (Greenwald et al., 1998)
designed to measure implicit stressor appraisal. Significant trends were
identified by means of ANCOVA, correlation and regression analyses, and the resulting data were interpreted in terms of a dual process model of stress (Compas, 2004). Results not only concurred with those of previous studies (e.g. Betoret, 2006; Vaezi & Fallah, 2011) by demonstrating a
strongly negative correlation between acute academic stress and academic SE, but provided new evidence to suggest that the ‘protective’ effect of SE occurs via a buffering mechanism at the level of
preconscious stressor appraisals (Bargh, 1990), which limits the effect of
acute stress exposure on preconscious stressor appraisals (e.g. Luecken &
Appelhans, 2005)
