PERCEIVE ACADEMIC STRESS AND COPING STRATEGIES OF CSUS SOCIAL
WORK GRADUATE STUDENTS
A Project
Presented to the faculty of the Division of Social Work
California State University, Sacramento
Submitted in partial satisfaction of
the requirements for the degree of
MASTER OF SOCIAL WORK
by
Mary Ninh
Ka Thao
SPRING
2012
PERCEIVE ACADEMIC STRESS AND COPING STRATEGIES OF CSUS SOCIAL
WORK GRADUATE STUDENTS
A Project
by
Mary Ninh
Ka Thao
Approved by:
__________________________________, Committee Chair
Serge Lee, Ph.D.
____________________________
Date
ii
Students: Mary Ninh and Ka Thao
I certify that these students have met the requirements for format contained in the
University format manual, and that this project is suitable for shelving in the Library and
credit is to be awarded for the project.
__________________________, Graduate Coordinator
Dale Russell, Ed.D., LCSW
Division of Social Work
iii
___________________
Date
Abstract
of
PERCEIVE ACADEMIC STRESS AND COPING STRATEGIES OF CSUS SOCIAL
WORK GRADUATE STUDENTS
by
Mary Ninh
Ka Thao
In general, graduate programs are demanding and challenging. Researchers’ desires are
to explore the sources of academic stress for as well as coping mechanisms employed by
Social Work graduate students at California State University, Sacramento, Division of
Social Work. Goals of this study are to increase awareness to students as well as the
Division, and hope that the Division will continue to explore possible program
modifications to create a more satisfying learning environment for students. Sixty-six
MSWI and MSWII students participated in this study. Findings indicate that the top five
academic stressors are thesis, papers, time management, excessive homework/reading,
and tuition cost. In general, MSWIIs experience more stress than MSWIs.
_______________________, Committee Chair
Serge Lee, Ph.D.
_______________________
Date
iv
ACKNOWLEDGEMENTS
We want to express our sincere appreciation to each other for the endless patience
and encouragements throughout the two years of graduate school as well as for making
this project a success. This journey has brought our friendship closer together and one
simply could not have wished for a better thesis partner. We would also like to convey
our deepest gratitude to our beloved fiancé and husband, parents, family members, and
friends who so patiently motivated and supported us through this challenging, but
rewarding experience. Thank you for your devotion and unconditional love.
Additionally, we would like to give a special thanks to our thesis advisor, Dr. Serge Lee
for his knowledge, advice and guidance towards the completion of this research project.
Without your help, we would not have made it. Lastly, we would also like to
acknowledge Dr. Francis Yuen, Dr. David Nylund, Dr. David Demetral, and Dr. Andrew
Bein. We are fortunate for their support and this project would not have been possible
without their assistance.
v
TABLE OF CONTENTS
Page
Acknowledgments......................................................................................................... v
List of Tables .............................................................................................................. ix
Chapter
1. THE PROBLEM ............. ……………………………………………………….. 1
Introduction ....................................................................................................... 1
Research Problem ..............................................................................................2
Purpose of the Study ......................................................................................... 3
Assumptions.......................................................................................................3
Theoretical Framework ......................................................................................4
Justification ........................................................................................................6
Definition of Terms............................................................................................7
Summary ............................................................................................................8
2. REVIEW OF THE LITERATURE ........................................................................ 9
Introduction ........................................................................................................9
Stress and Health............................................................................................. 12
Stress and Mental Health .................................................................................13
Managing Stress ...............................................................................................18
Stress and Coping Strategies ............................................................................19
Stress and the Student ......................................................................................24
vi
Student and Coping Mechanisms.....................................................................26
Gender and Coping Measurements ..................................................................28
Gaps in Literature ............................................................................................29
3. METHODS ........................................................................................................... 31
Introduction ......................................................................................................31
Research Question ...........................................................................................31
Research Design...............................................................................................31
Instrumentations ...............................................................................................32
Study Population ..............................................................................................34
Protection of Human Subjects .........................................................................35
Data Collection Procedures..............................................................................36
Data Analysis Plan ...........................................................................................37
Study Limitations .............................................................................................37
Summary ..........................................................................................................38
4. RESULTS ............................................................................................................. 39
Introduction ......................................................................................................39
Demographic Characteristics ...............................................................40
Key Variables Related to Research Purpose and Rationale.................42
Qualitative Data in Regards to Field Placements and Thesis/Project
Advisors ...............................................................................................63
Overall Findings...................................................................................64
vii
5.
SUMMARY ..........................................................................................................67
Overall Summary .............................................................................................67
Social Work Implications ................................................................................74
Recommendation for Future Changes .............................................................76
Summary ..........................................................................................................77
Appendix A. Consent to Participate in Research ..................................................... 78
Appendix B. Measurement Instrument ..................................................................... 81
References ................................................................................................................... 85
viii
LIST OF TABLES
Tables
Page
1.
Participants’ Gender…………………………... .……………………………. 40
2.
Participants’ Age……………………………….… .. …………………………41
3.
Participants’ Ethnicity…………………… ………….………………………. 41
4.
Participants’ Social Work Program Standing…………………… . …………. 42
5.1
Participants’ Response to Grades...................................................................... 43
5.2
Split Comparisons of Social Work Program Standing and Grades .................. 43
6.1
Participants’ Response to Excessive Homework/Reading ............................... 44
6.2
Split Comparisons of Social Work Program Standing and Excessive
Homework/Reading .......................................................................................... 45
6.3
Split Comparisons of Ethnicity and Excessive Homework/Reading ................ 46
7.1
Participants’ Response to Papers ...................................................................... 47
7.2
Split Comparisons of Social Work Program Standing and Papers ................... 48
7.3
Split Comparisons of Ethnicity and Papers ...................................................... 49
8.1
Participants’ Response to Tuition Cost ............................................................. 50
8.2
Split Comparisons of Social Work Program Standing and Tuition Costs ........ 51
9.1
Participants’ Response to Field Placement ....................................................... 52
9.2
Split Comparisons of Social Work Program Standing and Field Placement .... 52
10.1
Participants’ Response to Time Management................................................... 53
10.2
Split Comparisons of Social Work Program Standing and Time Management 54
ix
10.3
Split Comparisons of Ethnicity and Time Management ................................... 55
11.1
Participants’ Response to Thesis ...................................................................... 56
11.2
Split Comparisons of Social Work Program Standing and Thesis ................... 57
11.3
Split Comparisons of Ethnicity and Thesis ....................................................... 58
12.
Participants’ Response to Concentrate on Doing Something about
Situation to Cope............................................................................................... 59
13.
Participants’ Response to Get Emotional Support from Others to Cope .......... 60
14.
Participants’ Response to Take Action to Make the Situation Better to Cope . 61
15.
Participants’ Response to Getting Help and Advice from Others to Cope ....... 61
16.
Participants’ Response to Coming Up with Strategy about What to Do
to Cope .............................................................................................................. 62
17.
Participants’ Response to Accept Reality that It Has Happened to Cope......... 63
18.
Correlation Matrix between Academic Stress and Coping Strategies .............. 66
x
1
Chapter 1
THE PROBLEM
Introduction
As students continue to pursue higher education after high school and especially
beyond a bachelor’s degree, the level of difficulty becomes more challenging,
demanding, and overwhelming. These feelings can cause students excessive amounts of
stress. Stress can stem from various aspects of the graduate students’ lives especially
factors such as college campus access, program requirements, and demanding
curriculums (Landow, 2006). Landow (2006) also indicated financial responsibilities,
living situations, social activities, temptations, and changes in relations with friends and
family members as additional stressors experienced by students. Nonetheless, stress and
coping skills of students are contributing factors to students’ academic performances,
well-being, daily functioning, as well as physical and mental health; therefore, it is
crucial for students to develop and maintain positive coping strategies to successfully get
through college.
According to the National Institute of Mental Health (NIMH), poor coping skills
such as smoking, alcohol abuse, unsafe sex, and suicide are often practiced by college
students to alleviate stress. Inadequate self care and negative coping could also lead to
physical illnesses such as cold, flu, heart disease, high blood pressure, weak immune
system, and even cancer (Edlin & Golanty, 2004). Furthermore, Body Dysmorphic
Disorder, Eating Disorder, and substance abuse are also some of the less common mental
health issues experienced by college students, leaving depression and anxiety disorders as
2
most common (Anxiety Disorders Association of America (ADAA, 2011). Torabi and
Perera (2006) explained that depressive disorders pose a great threat to the well-being of
young people, making college students highly vulnerable. NIMH also agreed that college
students are at risk for developing depression due to stresses. In a nationwide survey
conducted by the American Health Association-National College Health Assessment
(ACHA-NCHA), 30 % of college students reported feeling depressed, having difficulty
functioning, and struggling with academic performances (NIMH). Moreover, forty
million U.S. adults suffer from anxiety disorder, and 75% of them experience their first
episode of anxiety at 22 years old, the age commonly found among college students
(ADAA, 2011).
With all that said, this project aims to explore, analyze, and provide information
to California State University of Sacramento, Division of Social Work graduate program
regarding stresses and coping skills practiced by its graduate students.
Research Problem
This study will examined the relationship between academic stress levels of the
Spring 2012 California State University, Sacramento (CSUS) Social Work graduate
students and coping strategies they employed. More specifically, the study will
investigate the academic sources of stress as well as explore the extent of utilization of
problem-focused copings strategies versus emotion-focused coping strategies in CSUS
Social Work graduate students.
3
Purpose of the Study
There have been numerous studies about students in graduate school who are in
helping professions including social work; yet, issues explored were limited to students’
perceived sources of stress, the impact of stress, burnouts, and dropouts. Graduate
students continue to struggle with completing the program with minimal stress, putting
them at risk for developing mental health problems due to high stress levels resulting
from academic stressors and maladaptive coping skills. Therefore, this project aims to
achieve the following purposes 1) identify the academic source of stress in CSUS Social
Work graduate students; 2) investigate the relationship between academic-related stress
of CSUS Social Work graduate students and coping strategies employed; and 3) explore
the extent of utilization of problem-focused copings strategies vs emotion-focused coping
strategies in CSUS Social Work graduate students. The goals of the researchers are that
the results from this project can advise social work graduate students to better cope with
their academic stress to minimize the impact of stress as well as offer suggestions for the
social work department to aid future graduate students to improve their academic
performance.
Assumptions
The assumptions to be considered in this study include: 1) all participants are
CSUS Social Work graduate students; 2) all participants experience a level of stress with
academic-related stressors identified in Academic Stress Scale; and 3) all participants
employ efforts as an attempt to reduce stress.
4
Theoretical Framework
This research project utilized the contextual model (Folkman, 1992). Folkman
states that within the contextual model, there is an underlying assumption that “coping
thoughts and acts are influenced by the relationship between the person and the
environment in a given stressful encounter” (p.34). This model is derived from cognitive
appraisal model in which coping is described as ever-changing ways used to manage
specific demands of an appraised stressful event (Folkman, 1992). Within this model,
cognitive appraisals help us determine whether a specific person-environment encounter
is perceived as stressful.
According to Lazarus (1996), who was one of the first to write about the
appraisal view of stress, situations are perceived as stressful due to the appraisal of threat.
He explains that in order for a threat to occur, it must be evaluated to signify that harm is
present. The evaluation encompasses not only the perception of the elements of the
situation, but also ideas, judgment, inferences, and expectations of the personenvironment encounter. All of these constitute the cognition behind the appraisal. If the
background of the cognition is changed, the appraisal of harm may be removed and a
different meaning may be attached to the encounter. This initial evaluation of the
situation is called the primary appraisal. There is an appraisal of whether there is threat
or no threat influenced by personal and environmental factors. Situations can be
evaluated as irrelevant, benign, or threatening.
When threat is appraised, a secondary appraisal of coping options is triggered.
Primary appraisal looks at the “impending harm”, if any, and secondary appraisal
5
evaluates “consequences of any coping action” (Lazarus, 1966, p.208). As Folkman
describes, “in primary appraisal the person asks ‘what do I have at stake in this
encounter?’ and in secondary appraisal the question is ‘what can I do?’ (1992, p.34).
Reappraisals shift the evaluation of situations and change coping strategies. Folkman
explains that shifts can happen when coping strategies employed change the environment,
or the meaning and understanding of the situation, which consequently lead to
reappraisals of the situation in a cyclical motion. This phenomenon affects subsequent
coping efforts and drives the constant change in coping processes from situation to
situation.
Under the contextual model, coping is used to not only manage problems but also
to regulate emotions (Folkman, 1992). These two functions are categorized into
problem-focused coping and emotion-focused coping. Problem-focused coping strategies
are utilized to manage or change the situation that is causing stress while emotionfocused coping strategies are utilized to manage the negative feelings associated with
stress (Smith & Renk, 2007).
The contextual model serves as a foundation for the researchers of this study to
understand how individuals come to view a situation as stressful as well as the options
conjured to dealing with the stressful event. This model explains that coping strategies
vary among individuals and can constantly change for any one individual. As researchers
attempt to understand the academic-related stressors of CSUS Social Work graduate
students, we are aware that differences exist in terms of stress experienced and the vast
amount of coping options available. Within this model, researchers are also able to gain
6
awareness into the general type of coping strategy employed by CSUS Social Work
graduate students.
Justification
Due to the demanding and challenging curriculum for social work graduate
students at California State University, Sacramento, Division of Social Work, it could
cause much academic stress for students. The researchers’ desires are to verify what the
causes of the stressor are, increase awareness to graduate students as well as the Division
of Social Work, and hope that the division will develop new methods for improving the
program to create more satisfying experiences for graduate students.
This study has its significance at the micro, mezzo, as well as macro level of
social work. At the individual level, participants will recognize the kinds of stressors that
may have an effect on their health and interfere with their academic performance. High
stress levels and/or poor coping skills may lead to long-term health issues long after
graduation from the program. Participants may be able to utilize results from study to
adjust personal reactions to academic-related challenges accordingly.
At the university level, it is important for university program developers to be
aware of campus environmental or program-related factors that affect students’ academic
performance. If within the scope of university operation, such factors should be
addressed to provide students the best learning environment possible. In addition, if
outcomes demonstrate that a need for additional stress-reduction programs exist, then the
university should consider implementation of such programs to provide students’ with
added means to manage stress.
7
Furthermore, this study has its significance for the social work profession. Social
work practice is grounded in improving the quality of life for individuals. Social workers
strive to enhance human wellbeing and fight to promote social justice. The existence of
stress adversely affects an individual’s quality of life. The problem of prolonged stress
has its implications in possible long-term health issues, a matter that is of concern to the
social work profession.
Definition of Terms
For the purpose of this project, the following terms are utilized in the work and
are defined as follows:
CSUS Social Work graduate student: an individual who is enrolled in the Fall 2011/
Spring 2012 graduate social work program at California State University, Sacramento
Stress: a psychological reaction that causes an individual to feel overwhelmed
Academic-Related Stress: a psychological reaction causing an individual to feel
overwhelmed while pursuing a graduate education
Stressor: An event or cause that leads an individual to feel stressed
Coping Strategies: the efforts utilize by an individual to manage specific demands of
stressors; coping strategies can be view as what an individual actually think and does in a
particular stressful situation (Smith & Renk, 2007)
Problem-focused Coping Strategies: effort utilized to manage or change a situation that is
causing stress (Smith & Renk, 2007)
Emotion-focused Coping Strategies: effort utilize to manage the negative feeling
associated with stress (Smith & Renk, 2007)
8
Physical Stressors: “Environmental factors that influence behaviors” (Kohn & Frazer,
1986)
Psychological Stressors: “Irrational interpretation of events that results in emotional
consequences” (Kohn & Frazer, 1986)
Psychosocial Stressors: “Interpersonal interactions which affect an individual’s behavior”
(Kohn & Frazer, 1986)
Summary
Chapter 1 provided an introduction and background of the problem, and outlined
the basic aspects of the study including definition of terms. Chapter 2 is divided into
themes discovered through the reviewing of literature. The themes are stress and health,
stress and mental health, managing stress, stress and coping strategies, stress and student,
student and coping mechanisms, gender and coping, and gaps in literature. Chapter 3
describes the methodology used in this project. Some of the points covered were design,
instrumentation, how the data will be gathered and analyzed, protection of the human
subjects, and limitation. Chapter 4 will explore the data analysis. Finally, Chapter 5 will
address an overall summary of the project, social work implication as well as suggestions
for further research.
9
Chapter 2
REVIEW OF THE LITERATURE
Review of the literature has been divided into nine themes. Themes in this
section include:
1. Introduction
2. Stress and Health
3. Stress and Mental Health
4. Managing Stress
5. Stress and Coping Strategies
6. Stress and the Student
7. Student and Coping Mechanisms
8. Gender and Coping
9. Gaps in Literature
Introduction
Lazarus and Folkman (1984) described stress as “the result of an individual’s
perceptions that they do not have the resources to cope with a perceived situation from
the past, present or future” (Robotham & Julian, 2006). It is created when there is an
imbalance between an environmental demand and the ability to meet that demand
(Fisher, 1994). A stressor then would be the situation or event that is taxing on the mind
or body. The concept of stress has long been studied with a wealth of knowledge dating
back to the 19th century (Lovallo, 2005). The modern concept of stress and stress
responses was initially recognized by Claude Bernard who asserted that there are
10
responses within the internal environment of the body that maintain life even in a
perpetually changing external environment (Lovallo, 2005). Walter Cannon furthered
this concept and termed the process of “maintaining internal stability in the face of
environmental change” homeostasis (Lovallo, 2005, p. 34). He was noted to be the first
to use the word stress to denote the response of the body when faced with challenging
demands (Lovallo, 2005) and the person who created the term fight or flight (Wheaton,
1994). In times of threat, the autonomic nervous system sends out alarm signals and
stress hormones to activate the fight-or-flight response: confront it (fight) or run and
avoid (flight) (Edlin & Golanty, 2004). Cannon studied the effects of pain, hunger, and
emotion on bodily changes in physiological processes (Wheaton, 1994) and suggested
that health could be affected from dysregulation of our systems (Lovallo, 2005). The
person who is recognized to be the pioneer in stress research, however, is Hans Selye
who formulated a stress response pattern called the general adaptation syndrome (as cited
by Edlin & Golanty, 2004). As described by Edlin and Golanty, the general adaptation
syndrome is a three-phase response that consists of the following stages:
1. Stage of alarm: A person’s ability to withstand or resist any type of stressor is
lowered by the need to deal with the stressor, whether it is a burn, a broken
arm, the loss of a loved one, the fear of failing a class, or losing a job.
2. Stage of resistance: The body adapts to the continued presence of the stressor
by producing more epinephrine, raising blood pressure, increasing alertness,
suppressing the immune system, and tensing muscles. If interaction with the
stressor is prolonged, the ability to resist becomes depleted.
11
3. Stage of exhaustion: When the ability to resist is depleted, the person becomes
ill. Because many months or even years of wear and tear may be required
before the body’s resistance is exhausted, illness may not appear until long
after the initial interaction with the stressor (p. 50).
According to Edlin and Golantry, Selye also stated that stress does not necessarily have
to be a negative experience (distress), he coined the term eustress (Fisher, 1994) to
describe the positive experiences of stress as with stress that comes from challenging
situations in which growth, mastery and gain can be achieved.
Stress can also be viewed from different models. As cited in a study that
measured academic sources of stress (Lin & Chen, 2009), Kasl and Anderson purported
that stress can be viewed from four categories:
1. Viewing stress from external situations
2. Viewing stress from the perception or evaluation of situations
3. Viewing stress as some kind of relationship between environmental needs and
individual handling ability
4. Viewing stress as some kind of relationship between environment needs and
individuals (p. 158).
Situations that can cause stress are generally categorized into three types: harmand-loss situations, threat situations, and challenge situations (Edlin & Golanty, 2004).
Edlin and Golanty stated that emotions associated with harm-and-loss situations are
sadness, anger, and depression, whereas emotions associated with threat situations
include anxiety, anger, hostility, frustration, and depression. They affirmed that because
12
challenge situations usually include life transitions in which there are opportunities for
growth, mastery, and gain, emotions associated with challenge situations often involve
both sadness and excitement. People experiencing challenge situations may feel sad for
the loss of whatever they may be transitioning out of and excitement for whatever new
encounter they are facing (Edlin & Golandy, 2004).
Stress and Health
A study by Kiecolt-Glaser et al. (2002) that reviewed literature and other studies
published since 1939 concluded that there is an abundance of research to date that
supports the assertion that psychosocial stressors can lead to health changes and affect
health outcomes. According to Edlin and Golanty (2004), prolonged stress increases the
level of cortisol in the bloodstream and affects our ability to fight infections. The
nervous and endocrine systems of our bodies are activated when we are subjected to
stress which leads to changes in our immune systems (Edlin & Golanty, 2004). When
these systems are constantly activated and/or overstimulated, functions of the heart, blood
vessels, immune system, and other organs may be affected leading to illnesses such as
heart disease, high blood pressure, an increased susceptibility to infectious disease and
even cancer (Edlin & Golanty, 2004).
Physical health problems were more prominent in students who reported
heightened levels of stress (Friedlander et al., 2007). Edlin and Golanty claimed that
students who experience stress prior to an exam showed decreased blood levels of the
immune system cells putting them at risk for illnesses such as colds and flu. In 2006,
over 40,000 college students were surveyed by the American College Health Association.
13
Of those surveyed, stress was the number one reported factor to have impacted academic
performance with cold/flu/sore throat coming in second (American College Health
Association, 2006). The data collection also reported that 31.6% of college students
volunteer between one and nine hours of their time per week and 31.7% carry credit card
debt, both of which can influence students’ health status. Furthermore, a study involving
146 college men found that higher levels of stress not only led to lower grade point
averages but also resulted in an increase in somatic symptoms (Shields, 2001).
Stress not only can impair the immune system and lead to illnesses, it can also
cause death. Edlin and Golanty described further a Japanese concept termed karoshi.
Karoshi is sudden death from overwork and is officially recognized by the Japanese
Labor Ministry as a cause of death. Many Japanese tend to overwork inducing stress that
can lead to heightened blood pressure and lower immune system functioning, resulting in
death. According to Edlin and Golanty, there were 143 cases of karoshi reported in 2001.
In 1994, a 44-year-old teacher died from brain hemorrhage resulting from overwork and
the family was paid $123,000 as a result (Edlin & Golanty, 2004).
Stress and Mental Health
The relationship between mental health and coping with stress has been looked at
numerous times in the past. Mental health has been considered as a more or less stable
state as continuous affective well-bring, consisting of several components such as will
power, adaptability, and self-assurance (Perrez, 1992). Stress leading to mental health
affects many people. A specific group of people that is heavily impacted by this matter
are college students. In a separate study, Petruzzello and Motl (2006) described common
14
sources of stress for college students to be among academic demands, financial
responsibilities, social activities, new ideas and temptations, and changes in relationship
with friends and family members. Due to the wide variety of stress and its influence on
psychological and behavioral functioning, it is not practical to completely (Monroe &
McQuaid, 1994). Nonetheless, strategies for controlling stress are important as
prolonged stress, combined with inadequate coping, can result in signs and symptoms of
anxiety and depression, and even clinical mood disorders.
Furthermore, Monroe and McQuaid (1994) indicated that there are several
approaches to operationalize stress despite their differences in validity and associations
with disorders. Yet, they argued the approaches are concerning the magnitude of effect
for life stress on mental health. They continued to point out that although a large number
of people under stress do not develop any disorder, most people who become depressed
have been exposed to serious forms of stress prior to onset, which make procedures for
determining the magnitude of effect attributable to life stress represent poor statistical
measures of the effect (Monroe & McQuaid, 1994). Monroe and McQuaid also indicated
that other indices of risk may be more appropriate to convey the statistical importance of
the association. They indicated that recent advances in clarifying the characteristics of
specific forms of stress have led to greater precisions in predicting the onset of depression
as indicated by such alternative measures of the association. Moreover, it seems unlikely
that stress is predictive of all psychological and physical problems. Monroe and
McQuaid also stated although we cannot discount the possibility of nonspecific stress
effects, there is evidence that some psychological problems occur relatively independent
15
of life stressors such as that some people become depressed without any external cause.
Lastly, they emphasized the obstacle to demonstrating a lack of association and
pathology stems from the cultural and subjective emphasis on stress.
Despite Monroe and McQuaid’s assertion, many studies have shown a variety of
stressors among different groups of people. One of the biggest cultural chronic stressors
that has serious implications for the development and treatment of mental illness is
perceived discrimination (Gurung & Roethel-Wendorf, 2009). Similar findings were
made by comparing a study examining the relationship between perceived discrimination,
depression, and moderating variable of coping, acculturation, and ethnic support in a
sample of Korean immigrants living in Canada with a sample of Mexican immigrants and
US-born individuals of Mexican descent in California in regards to perceived
discrimination as a stressor (Gurung & Roethel-Wendorf, 2009). In correspondence,
Gurung and Roethel-Wendorf (2009) elaborated that the stigma of mental illness may be
a significant stressor for minorities. Likewise, Chang (2001) explained that unlike
Caucasians, Asian Americans are delegated a minority status in the US, and faced with a
paradox in that they are viewed as a model minority while also enduring racial
prejudices. Hence, the collectivism of most Asian Americans may pose a constant source
of stress in an individualistic society. Overall, culture can affect the experience of stress
and the coping process. Thus, different cultural groups experience different stressors by
virtue of how they appraise stress and by how they are treated (Gurung & RoethelWendorf, 2009). Overall, culture shapes beliefs about health and illness and provides the
16
context by which an individual evaluates his or her situation, and decides whether he or
she is stressed.
Gurung and Roethel-Wendorf (2009) added that chronic, long term stressors can
cause wear and tear on body systems leading to tissue damage and irregular responding.
Stressful life events have also been associated with bipolar disorder, shown to precede the
onset of manic episodes and influenced the course of treatment of this disorder.
According to a study, Daughtry and Kunkel (1993) asserted that about 20% of college
students experience depression some time during their course of studies. Hence, another
study showed 5% of college students report poor mental health and/ or depression
(Petruzzello & Motl, 2006).
Moreover, anxiety is commonly found among college students and their academic
performance too, especially when it comes to test taking. Kassim, Hanafi, and Hancock
(2009) described anxiety as an unpleasant state of tension arising from disapproval in
interpersonal relation. Test anxiety is reported to be a major educational problem
affecting millions of students in all school levels, ranging from elementary to university
level (Kassim, et al., 2009). According to researchers, anxiety caused poor performance,
students with high anxiety during test time will score lower than students with lower
anxiety levels. Also, studies proved that along with anxiety, lower test scores of anxious
students occur either by lack of study skills or interference in the retrieval of prior
learning, or a combination of both (Kassim, et al., 2009). In another source, exam
anxiety also led students to experience health problems such as frequent headaches,
stomach and bowel problems, eating disorders, recurrent infections and other symptoms
17
of stress (Edlin & Golanty, 2004). One way to reduce anxiety during exams is practicing
an exercise called visualization, which involves one to close his or her eyes and ask the
mind to recall a place and time of peace and serenity. By practicing this exercise several
times prior to taking an exam, one would feel automatic relaxation (Edlin & Golanty,
2004)
Another mental health disorder commonly found among individuals with high
stressors is adjustment disorders. Eshun and Kelly (2009) declared that work related
stress may result in burnout and ultimately adjustment disorders as well. They described
job stress as a reflection of a poor fit between an employee’s abilities either due to the
excessive demands being made by the employer, or that the individual does not feel well
prepared to deal with the challenges nor has the experience to manage the demands
(Eshun & Kelly, 2009).
Additionally, researchers who studied stress agreed that bereavement is the most
severe stressor of adult life. Kim and Jacob (1995) explained that adverse consequences
of bereavement are an increase in overall mortality; an increase in the relative risk of
death from cardiovascular disease, accidents, and some infectious diseases in widowers,
and an increase in the relative risk of death from cirrhosis in widows. Other possible
consequences are an increase of risks of death from cirrhosis in widows, and an increased
risk of suicide gestures and suicide following spousal and parental deaths (Kim & Jacobs,
1995). Kim and Jacobs (1995) also revealed that women and younger persons are at
higher risk for major depression relating to bereavement.
18
Unfortunately, not everyone that has mental health disorders from stress is willing
to seek treatment and support to help manage their feelings. Gurung and RoethelWendorf (2009) asserted that individuals in racial and ethnic minority groups may be less
likely to seek treatment for mental health problems than non-Hispanic whites. Thus, the
odds of seeking treatment were greatest for non-Hispanic Whites, followed by Hispanics,
then African Americans, and “other”. On a better note, evidence has proven effective
ways to treat individuals with mental disorders by utilizing psychotherapeutic and
psychotropic interventions by reducing the effect of stressors (Kavanagh, 2005). This
claim was also supported in recent studies among combat veterans. Kavavagh (2005)
further reported that debriefing and post-deployment counseling can help to prevent the
symptoms of Post Traumatic Stress Disorder (PTSD), decrease in depression, anxiety,
social dysfunction, and an increase in family functioning (Kavanagh, 2005).
Managing Stress
It is important for students to know how to manage stress under overwhelming
circumstances, such as graduate studies. Edlin and Golanty (2004) suggested that the
best way to manage stress is to “replace stressful ways of living with beliefs, attitudes,
and behaviors that promote peace, joy, and mind-body harmony”. They provided a list of
ways to lessen stress as described below:
1. Limit or eliminate interaction with the stressor.
2. Alter your perception of a stressful situation.
3. Change beliefs and goals to alleviate maladaptive perspectives.
4. Have confidence in your ability to lessen stress.
19
5. Seek social support.
6. Alter the mental and physical experience of stress by engaging in physical
activities.
7. Ease your mind with relaxation and/or mind-body exercises.
8. Live healthfully.
9. Let go and give yourself a break from stress.
(Edlin & Golanty, 2004)
In 1975, Benson, Greenwood, and Klemchuk conducted a study on the effects of various
relaxation techniques (Edlin & Golanty, 2004). They found that people who practice
hypnosis, meditation, and yoga had lower blood pressure and heart rate, reduced oxygen
consumption, more relaxed muscles, and reduced perspiration. The combination of these
physiological responses was termed relaxation response and regardless of the relaxation
technique used, encompasses four elements (Edlin & Golanty, 2004, p. 34):
1. A quiet environment
2. Repetition of a specific word, phrase, or exercise that focuses on the mind’s
attention
3. A passive, accepting mental state
4. A comfortable physical position
Stress and Coping Strategies
When under stress, individuals employ coping response to either change the
nature of the situation to make it more manageable or to reduce their negative affect
(Wood, 2007). Common coping strategies include avoidance, planned problem solving,
20
self- control, seeking support, positive reappraisal of a situation and psychological
distancing (Wood, 2007). In relevance, Lewis and Frydenberg (2007) claimed that the
age people cope with stress is an important component of health and well-being since
failure to deal with stress is very costly in social and emotional terms. With that said,
problem focused coping styles are not always significant predictors of successful
outcomes unless the effects of emotional focused strategies are statistically controlled
(Lewis and Frydenberg, 2007). Normally, people’s usages of emotional and problemfocused coping strategies are correlated. They asserted that coping strategies cannot be
judged as universally good or bad since different situations maybe responded to best with
different strategies. Instead, coping strategies have been generally characterized as
productive or nonproductive. A study investigating coping and outcomes concluded that
non productive coping includes the use of strategies like self-blaming, keeping to self,
wishful thinking, worrying, tension reduction, and ignoring the problem (Lewis &
Frydenberg, 2007). In contrast, problem solving, working hard, physical recreation, and
relaxing were viewed as productive strategies (Lewis & Frydenberg, 2007). According to
Lewis and Frydenberg (2007), girls have been found to employ nonproductive styles of
coping more than boys by putting more energy into stratagems such as worrying, wishful
thinking, tension reduction, and self blame.
Another positive coping mechanism is exercise, especially to eliminate mental
health related problems. Petruzzello and Motl (2006) asserted that exercise and physical
activities have been tools to prevent and treat depression. In fact, the incorporation of
exercise as a regular lifestyle habit can help to alleviate stress by temporarily reducing
21
anxiety and depression as well as improve the likelihood that stress will become less
problematic and more manageable (Petruzzello & Motl, 2006). Moreover, social support
was found as a contributing factor to the maintenance and improvement of mental health.
In a study conducted among 342 Japanese college students ranging from age 18-22 in
Japan, Sumi (2006) described the relationship of interpersonal support, reciprocity along
with conflicts of perceived stress, depression, and anxiety. The study showed Japanese
college students who rate themselves higher in interpersonal support, higher in
reciprocity, and lower in conflict were likely to report lower ratings of perceived stress,
depression, and state of anxiety (Sumi, 2006).
Lefcourt (2001) indicated that humor can be an effective means of coping with
stressful experiences, lessening their impact upon moods and emotions. In a previous
study, humor operated as a moderating variable; subjects who are unable to produce
humor showed a greater relationship between stress and mood disturbance than did those
who were more capable of humor on this difficult and demanding task. Lefcourt further
asserted that a follow up study found that mood disturbance was more common among
stressed subjects who failed to create a funny monologue than among equivalently
stressed peers who succeed at creating a funny monologue. Overall, the results of these
studies provided encouraging support for the hypothesized stress moderator role of
humor.
In addition, Langhinrichsen-Rohling, O’Brien, Klibert, et al., (2006) discussed
that there is a significant association between lack of adaptive coping behaviors and
suicidal behavior in college students. The obtained findings consistently indicate that
22
active or problem- solving coping often function as a buffer against suicide proneness.
Oppositely, Langhinrichsen-Rohling and colleagues found that over- reliance on
emotion-focused coping usually operates as a risk factor for suicide behavior.
Specifically, these researchers reported a study of 491 college students ranging from ages
17-25 revealed significant mean differences in suicide proneness between college men
and women. The result showed more college men reporting greater engagement in injury
and risk-related, death and suicide-related, negative health and illness-related and
negative self-related behaviors than college women. Relating to this discovery was that
men reported utilizing more avoidant coping strategies while women engage in more
emotionally expressive and social support seeking coping strategies (LanghinrichsenRohling et al., 2006). .
Wills and Sandy (2001) asserted that many people also use social comparison to
cope with psychological distress arising from sources such as negative life events, failure
experiences, and threat to self- esteem. Comparison-oriented coping is a cognitive
process of comparing one’s attributes with those of another person, so as to improve
subjective well-being. Similarly, Chang (2001) talked about 45 self-identified Asian
Americans and 49 self-identified Caucasian Americans of college students involved in a
study exploring their cultural differences and coping skills. The result was that Asians
report more problem avoidance and social withdrawal as coping mechanisms. Hence,
both groups reported greater problem solving efforts were associated significantly with
greater life satisfaction and greater social withdrawal strongly corresponded with greater
depressive symptoms.
23
Another aspect of stress among people is around “old” age. Williamson and
Dooley (2001) stated that growing old involves physical, cognitive, and psychosocial
changes that force people to either adapt or be overcome by stress. They also indicated
that coping is especially challenging for the elderly population due to changes in health,
social status, physical environment, family composition, and social support. William and
Dooley explained the more satisfying and supportive one’s social support network is
perceived to be, the less likely one is to cope with illness by restricting routine activities.
Maintaining these activities in the face of illness, disability, or other stressors will help
reduce the possibility of depression and other negative emotional responses (William &
Dooley, 2001). Overall, increasing activities that are meaningful and personally valued
can promote both physical and psychological well-being.
Compas, Malcarne and Banez (1992) explained that when confronted with
stressful circumstances, individuals will respond in a variety of ways, some of which
reflect purposeful actions and others that are representative of innate reflexes and
overlearned, automatic responses. Compas, Malcarne and Banez (1992) also added that
stressful encounters in people’s lives cannot be adequately reflected by the notion of
discrete events. Rather, stressful encounters unfold over periods of time, some lasting
only a few moments and others stretching over periods of months or years. Coping is a
process that extends over the course of a stressful episode, often beginning in an
anticipatory phase prior to the occurrence of the “stressful event” and continuing until
some sense of resolution is achieved (Compas, Malcarne & Banez, 1992). Moreover,
24
coping strategies can serve a wide variety of functions, including changing an aspect of a
stressful environment or distracting one’s attention from the stressful situation.
Another interesting finding Compas, et al., (1992) found is that a child’s
temperament may influence his or her degree of responsivity to the environment and,
consequently, the number and types of situations that he or she experiences as stressful.
Furthermore, temperament may affect the child’s actual coping responses to stress.
Recent evidence indicates that early temperamental characteristics are predictive of
coping styles in adulthood, indicating a high degree of continuity in the coping styles of
at least some individuals.
Miller (1992) examined whether individuals can encounter stressful or demanding
situations that activate their coping tendencies. He questioned whether the adaptive
consequences of these dispositions be modified by the specifics of the stimuli they
experience. Miller explained that a possibility is that individuals fare better when aspects
of the situations are well matched with the individual’s coping style. To the extent that
situational factors permit individuals to execute well- learned and well- rehearsed coping
repertoires, it may enhance their sense of personal efficacy and thereby reduce stress.
Stress and the Student
According to Friedlander, Reid, Shupak, and Cribbie (2007), a majority of college
students drop out within two years of studies and up to 60% leave within their first year.
There are many studies that have looked into stress and higher education (Robotham &
Julian, 2006). For example, Ross, Niebling, and Heckert (1999) conducted a study that
utilized the Student Stress Survey to look into some of the major sources of stress among
25
college students. Looking at interpersonal, intrapersonal, academic, and environmental
factors, the study determined that intrapersonal factors created the most stress for college
students with change in sleeping habits, vacations/breaks, change in eating habits,
increased work load, and new responsibilities ranking as top five sources of stress (Ross
et al., 1999). Yet, another study found that tests, grades, competition, time demands,
professors and the class environment, and concern about future careers were also major
sources of stress for students with tests topping off the list as number one source of
academic stress (Shield, 2001). A similar study (Lin & Chen, 2009) done overseas in
Taiwan issued 400 questionnaires to students at ten universities and colleges of
technology found that teacher stress, results stress, test stress, studying in groups stress,
peer stress, time management stress, and self-inflicted stress were among the inventories
of stress experienced by students.
Some students may need to relocate from their homes to achieve higher education
elsewhere. This transition could be very stressful for some as students may have to cope
with the institutional and academic demands of a university, learn new study patterns,
and manage financial pressures in addition to adjusting to the syndrome of homesickness
(Fisher, 1994). Fisher (1994) stated that homesickness is a “complex motivationalemotional state concerned with grieving for and missing home” (p. 39). Studies showed
that about 60 – 70% of students who migrate experience homesickness with some having
mild symptoms and others finding themselves in profound anxiety and depression
(Fisher, 1994). Having to form new friendships is also another added stress for those
transitioning to a new environment (Robotham, 2008). Fisher (1994) asserted that
26
separation anxiety and loss of control over new environment are likely to produce high
anxiety and distress in students who have to leave home for schooling.
In addition to dealing with stress associated with the aforementioned, many
college students also face financial pressures that add to the physical and emotional load.
To alleviate financial stress, many students are forced to take on part-time employment
on top of their studies (Robotham, 2008). According to the American College Health
Association (2006), over a quarter of the students surveyed reported working 20 hours or
more per week. The need to work has led some students to feeling more stressed, linking
financial problems to affecting mental health (as cited by Robotham, 2008).
Student and Coping Mechanisms
Different people have different experiences with particular situations and events.
What is stressful to one may not be stressful to another. The perception of a stressful
event is indicated by the extent to which it is viewed as threatening, harmful, or
challenging (Lazarus, 1966). Events that are viewed as challenging tend to lead to
positive coping responses such as studying harder and events that are viewed as
threatening tend to lead to negative coping responses such as avoidance or dropping out
(Shields, 2001).
As stated earlier, stress can be positive or negative. Coping responses can also be
positive or negative and active or reactive (Shields, 2001). Shields (2001) described an
active response as “dealing with actual stressful situation or events” and a reactive
response as “reacting to one’s thoughts or feelings” (p. 66). This is similar to the
problem-focused and emotion-focused strategies described in Chapter One. Problem-
27
focused coping strategies are utilized to manage or change the situation that is causing
stress while emotion-focused coping strategies are utilized to manage the negative
feelings associated with stress (Smith & Renk, 2007).
Research demonstrates that active coping, such as problem-focused coping, leads
to better adjustment for college students and stressful events in general (Shields, 2001).
However, as cited in a study conducted by Misra et al. (2000), college students often use
avoidance, religious and social support, and positive appraisal to control or reduce their
stress levels. A study of 275 undergraduate students found that “drinking to cope is very
common among college students” and is a prominent factor in their decision for alcohol
consumption (Park & Levenson, 2002). This suggests that interventions may need to be
implemented to encourage healthier means of coping.
Some factors that affect the degree of stress experienced by one are predictability,
personal control, belief in the outcome, and social support (Edlin & Golanty, 2004).
Time management is also an important factor that affects stress level. Macan, Shahani,
Dipboye, and Phillips (1990) found that students who perceived themselves as in control
of their time reported greater evaluations of their performance, greater work and life
satisfaction, less role ambiguity, less role overload, as well as fewer job-induced and
somatic tensions. In addition, one particular study (Akgun & Ciarrochi, 2003) examined
the relationship between resourcefulness and academic stress and performance. It
concluded that academic stress was negatively associated with academic performance.
However, it found that the grades of high resourceful students were not affected by
28
academic stress; the grades of low resourceful students, on the other hand, were adversely
affected (Akgun & Ciarrochi, 2003).
Gender and Coping Measurements
Hobfoll, Dunahoo, Ben-Porath, Monnier (1994) designed an assessment device to
examine gender differences in coping. They looked at active vs passive as well as
prosocial vs antisocial coping strategies. Hobfoll et al., (1994) purported that healthy
coping is both active and prosocial. Traditional male problem-solving strategies can be
aggressive and passive-aggressive and may drive people who can provide social support
away. With its own measuring tool, this study found that women exhibited more
prosocial coping and men were more likely to use less assertive coping strategies such as
being avoidant and antisocial. Moreover, the study claimed that “active coping was
related to lower emotional distress for men and women, but both prosocial and antisocial
coping were related to greater emotional distress for men, suggesting that men may have
a narrower band of beneficial coping strategies than do women.” (p. 49).
Kariv and Heiman (2009) conducted a study examining the mood states of 229
men and women who are simultaneously full time students and school staff when coping
with their dual- demanding stressful environment and found that moods affect both male
and female coping strategies, in all categories except social support. In addition, the
analyses revealed gender differences in expressing angry and depressed moods, where
females reported experiencing higher level. Hence, men and women manifest identical
patterns in coping with dual- demanding stressors, and that these patterns are related to
their moods. For instance, avoidance was found as a significant coping strategy among
29
male specific states such as confusion, depression and fatigue; however, in women, it
appeared significant in other mood states. These results reinforced that coping strategies
depend on context rather than on gender group.
Gaps in Literature
A review of the literature demonstrates that there is a correlation between stress
and the impact it has on one’s health. Specifically related to students, academic-related
stress compounds whatever life stress they are already experiencing and further
exacerbate the effects on their health. Currently, there is an abundance of research
providing quantitative data supporting academic-related sources of stress. These data are
generally gathered utilizing tools collecting students’ own subjective perceived sources of
stress, their level of stress, as well as the impact of stress. Such inventories include the
Recent Life Changes Questionnaire and Life Experience Survey (Edlin & Golanty,
2004), Student-life Stress Inventory (Misra et al., 2000), the Life Experience Survey, the
Hassles Scale, the Social Support Inventory, the Hassles Assessment Scale for Students
in College, the College Chronic Life Stress Scale, and the Academic Stress Scale
(Robotham & Julian, 2006), the Multidimensional Scale of Perceived Social Support, the
Perceived Stress Scale, the Self-Perception Profile for College Students, the Beck
Depression Inventory-II, and Student Adaptation to College Questionnaire (Friedlander et
al., 2007). Data collected from these self-report surveys are specific to a particular
moment in time – the time at which participants are filling out the questionnaires.
Nothing is constant but change. Change can happen over the course of a day, a
week, or even between classes. When life changes happen, participants’ perceived level
30
of stress may be altered. As suggested by Robotham and Julian (2006), perhaps more
longitudinal studies are needed to measure students’ experiences of stress during the
course of their studies to capture an accurate assessment of where students’ experience
the most challenges.
Researchers of this study are interested in exploring the relationship between
academic stress levels of the Spring 2012 California State University, Sacramento
(CSUS) Social Work graduate students and coping strategies they employed. More
specifically, the study will investigate the academic sources of stress as well as explore
the extent of utilization of problem-focused copings strategies versus emotion-focused
coping strategies in CSUS Social Work graduate students. As researchers are seeking
data specific to a population of a particular institution, data may not add to current
research; however, it has its significance for the social work profession as well as
implications for program improvements at the university level (as explored in Chapter
One). A longitudinal study will not be conducted due to time constraints of this research.
31
Chapter 3
METHODS
Introduction
The development of this research project was to identify factors relating to
academic stress and coping mechanism practiced by graduate students at California State
University, Sacramento, Division of Social Work. This chapter provides a description of
the methods used in this study. Topics in this section include the research question,
research design, instrumentations, study population, protection of human subjects, data
collection procedures, data analysis plan, and study limitations.
Research Question
The present study was conducted to examine the relationship between academic
stress levels of the Spring 2012 California State University, Sacramento (CSUS) Social
Work graduate students and coping strategies they employ.
Research Design
This study was carried out using a quantitative exploratory design. A quantitative
design was selected in order to gather statistical data from a larger pool of participants, as
well as to explore and analyze the overall academic stressors and coping strategies
employed by the participants in ways that qualitative research does not. An explorative
research design was also selected because there are limited data available on the specific
population at study. Rubin and Babbie (2011) asserted that exploratory designs seldom
provide conclusive answers to research questions; it usually just hint at the answers and
give insights into the research methods that could provide definitive answers. Because the
32
data was collected specifically from the Spring 2012 Social Work graduate class, findings
from this study may not be relevant or generalizable to other graduate-level students.
However, insight derived can be helpful to inform campus administrators and social
services programs in the community about needs and services graduate students may be
seeking while completing their program of study.
Instrumentations
The measurement instrument used in this project was in the form of a
questionnaire. A three part survey questionnaire was used to gather data from the
participants regarding academic stressors for them, and coping skills employed to cope
with the stressors. The first portion of the questionnaire was an Academic Stress Scale,
which asked participants about 20 various factors and events associated with college
students’ learning experience during the course of a semester. Participants have to rank
their experiences using a scale of 1-5 with 1 being “not applicable”, 2 is “no stress”; 3
being “hardly stressed; 4 as “moderately stressed”, and 5 being “extremely stressed”.
Two open- ended questions were also asked about the participants’ experiences with their
current field placements and thesis advisors (if they are MSW II graduate students). The
second segment of the questionnaire consisted of a Brief COPE survey that contained a
list of 26 ways people may respond to difficult and/ or stressful situations in their lives.
Participants were requested to rate the extent of which each statement applies to them
when they are confronted with challenging situations using a scale by responding “I do
this” ranging from 1-4. 1 indicated “not at all, 2 as “a little bit, 3 being “a medium
amount, and 4 as “a lot”. Lastly, the researchers included a section of the questionnaire
33
to gather demographic information about the participants such as their gender, current
standing in the MSW program, age bracket, and ethnicity. Since the overall
questionnaire consisted of numerous variables, the researchers only chose a selected few
significant ones to report about in the data analysis.
Surveys are a popular research method and useful for describing characteristics of
a large population (Rubin & Babbie, 2011). They allow researchers to collect an
abundance of data and provide considerable flexibility in how the data is analyzed (Rubin
& Babbie, 2011). Most importantly, surveys allow us to analyze multiple variables
simultaneously and possess a high level of generalizability to the studied population
(Rubin & Babbie, 2011). Although we are able to see relationships between variables
and generalize it to the population as a whole, it is important to note that “advantage in
generalizability, however, is offset by the limited ability of surveys to show causality”
(Rubin & Babbie, 2011, p. 402).
The first part of the questionnaire used to assess participants’ current academicrelated stressors is adapted from Kohn and Frazer’s (1986) Academic Stress Scale. It
contains 20 academically-related items organized in a Likert scale format. Participants
were asked to rate the level of stress, if any at all, experienced with each item on a 5point scale ranging from “no stress” to “extremely stressed” including a column for
indication of “not applicable”. In addition, two open-ended questions were also included
exploring participants’ experiences with field work and thesis advisors (if they are
working with one). The original Academic Stress Scale developed by Kohn and Frazer
34
(1986) contained 35 items and previous research found the scale to have good-toexcellent internal reliability (α=.92) (as cited by Smith & Renk, 2007; Wilks, 2008).
The second part of the questionnaire used to assess the ways participants may
respond to difficult and/or stressful situations was adapted from Carver’s (1997) Brief
COPE scale. It contains 26 items in which participants were asked to rate the frequency
of each item used on a 4-point scale ranging from “I do this not at all” to “I do this a lot”.
Participants were also asked to list the method(s) found to be the most effective at
relieving stress for them. Finally, a set of four closed-ended questions were asked to
gather demographic information such as gender, graduate standing level, age, and
ethnicity. Carver’s original full COPE scale also was found to have acceptable internal
consistency (as cited by Smith & Renk, 2007).
Due to positive feedback from this project’s advisor, minimal changes were made
to the adapted questionnaires. Although the original scales from which the instruments
used in this research was adapted has been tested for satisfactory internal validity, the
instruments used by researchers have not been pretested for reliability and validity before
administration due to limited resources. Measurement instrument is attached as
APPENDIX B.
Study Population
Human subjects for this research project encompassed participants from four
separate classes, two classes were of MSW I graduate students and two classes consisted
of MSW II graduate students at California State University, Sacramento, Division of
Social work. The researchers chose to gather data using this method to avoid collecting
35
duplication of data, as well as to have a well represented data set for all MSW students.
Overall, 66 MSW I and II and researchers were participants of the research project. Of
those 66 students, 30 were MSW I and 36 were MSW II students.
Protection of Human Subjects
A copy of the application for the use of human subjects, including the consent for
participation form and measurement instruments, was submitted to the project advisor to
review for feedbacks. Recommendations for changes were given by the project advisor.
After changes were made, the researchers submitted the application packet to the
Committee for the Protection of Human Subjects from the Division of Social Work of
California State University, Sacramento. The researchers were later notified through
email indicating that the project was deemed to have minimal risk with the condition that
questions regarding drug use in the Brief COPE scale be removed to decrease risk level.
Participants were informed that they may experience discomfort or mental hardships
during or after the completion of the questionnaire due to the possible sensitive nature of
the questions involved with academic stress. Therefore, they were advised on the consent
form to seek counseling that is available at the Counseling and Psychological Services
Center located on campus at California State University, Sacramento and/ or through the
Sacramento County Division of Mental Health shall such services are needed. A
recommendation was also given to reword the open-ended questions to avoid misleading
participants. Once the questionnaires were revised and resubmitted for review, the
conditions were met and the project was approved with approval number 11-12-044.
Participants were notified of the research study, use of findings, and voluntary and
36
confidential nature of the study on the consent form. They were also informed that the
research project was approved with minimal risk and where to seek mental health support
services shall the need arises after completion of the surveys. No incentives were offered
for participation in this study. Consent form is attached as APPENDIX A.
Data Collection Procedures
The researchers began the process of data collection by emailing the prospective
professors of the SWRK 204B and SWRK 204D classes to inform them of the purpose of
the study, interest to collect data from their classes, tools that will be use to gather
information, and request for consents. Three of the four professors quickly replied to the
researchers giving permission for researchers to collect data from their classes; however,
one of the prospective professors did not respond to the researcher’s request. After a
month of not getting a response back from this professor, the researchers emailed another
prospective professor and obtained approval. The researchers then proceeded to
coordinating with the professors to secure appointments with specific allocated time slots
for which questionnaires were to be administered in class. Researchers did not start
collecting data until approval of the Human Subjects Application was received from the
Committee for the Protection of Human Subjects of the Division of Social Work.
The researchers walked to each class that was granted permission by the
professors for participation during the allocated times. The researchers informed the
class about the nature of the research, kinds of data that were being collected, the
anonymity of their identity, as well as their right to decline participation. To ensure
anonymity of data collected, participants were asked to separate their consent forms and
37
questionnaires and place them in two different identified manila envelopes accordingly
after completion. This process is to avoid identification of participants and their
responses. Researchers then stepped out of the room while surveys were being
completed. Information collected was kept confidential at all times by being contained in
a locked box. Raw scores were destroyed after the information was entered into the
Statistical Package for the Social Sciences (SPSS) date file.
Data Analysis Plan
Following the questionnaires, all data were entered into a statistical computer
program called SPSS to be analyzed. All variables were coded for analysis. Some code
categories were combined to yield more meaningful and readable relationships.
Frequency tables and split comparisons between variables were drawn for statistical
analysis. Correlation matrixes were also used to examine relationships between variables
and those with a p value <o.o5 were identified as statistically significant. The data were
analyzed to determine what life events were more likely to cause academic stressors for
students as well as to identify what mechanisms social work graduate students used to
cope. All questionnaires were destroyed upon recording of data.
Study Limitations
The research presented did not address social work undergraduate students and
the academic stressors as well as coping skills they used. This project also does not
attend to other fields of study whether it would be undergraduate or graduate students.
The primary focus for the project was on one college campus, California State
University, Sacramento, Division of Social Work during the Spring 2012 semester.
38
Therefore, the findings are limited to graduate social work students at California State
University, Sacramento. The researchers are also aware that there are challenges outside
of the educational realm and individuals typically experience a combination of stress
from various life domains. Stress can be encountered from employment, family,
interpersonal relationships, health-related issues, and general life experiences. The
researchers acknowledge that it is unlikely for participants to only be troubled by the
stresses related to their education. Stress from other areas of life may also exacerbate the
academic stress experienced during participants’ educational journey. Finally, the
purpose of this research is to gain awareness into the kinds of stressors that Spring 2012
CSUS Social Work graduate students experience and provide a foundation for possible
modification or implementation of programs to maximize the learning experience and
wellbeing of future CSUS Social Work graduate students.
Summary
This chapter addressed the methodology used in the research project. The project
participants and recruitment methods were illustrated. This chapter also analyzes the
variables, the quantitative survey questionnaire, the data gathering procedure, actions
taken to protect the human subjects, and study limitations. The data analysis methods
were also explored. Chapter 4 will present the data analysis in details.
39
Chapter 4
RESULTS
Introduction
This section examines data obtained from administered questionnaires regarding
academic-related stress factors and coping strategies of Spring 2012 California State
University, Sacramento (CSUS) Social Work graduate students. The analysis is focused
on addressing the research aims outlined in chapter one: 1) identify the academic sources
of stress in CSUS Social Work graduate students, 2) investigate the relationship between
academic-related stress of CSUS Social Work graduate students and coping strategies
employed, and 3) explore the extent of utilization of problem-focused versus emotionfocused coping strategies in CSUS Social Work graduate students. This research study
examined a total of 48 variables but only those that provide the most meaningful data are
presented.
Presentation of the findings is divided into four sections. The first section
presents demographic characteristics of the study participants including their gender, age,
ethnicity, and social work program standing. The second section examines key variables
related to the research purpose and rationale. The academic-related stress variables that
created the most meaningful findings and are presented in this section include grades,
excessive homework/reading, papers, tuition cost, field placement, time management, and
thesis. The coping strategy variables that yielded the most meaningful findings and are
presented in this section include: 1) concentrate on doing something about the situation,
2) get emotional support from others, 3) take action to make the situation better, 4) get
40
help and advice from others, 5) come up with a strategy about what to do, and 6) accept
reality that it has happened. The third section presents the open-ended questions
exploring participants’ experiences with field work and thesis advisors and their
responses. Data for this section is collected from narrative reports and presented in a
qualitative fashion with summation and direct quotations from research participants.
Lastly, the fourth section illustrates the overall findings on responses related to the
research question.
DEMOGRAPHIC CHARACTERISTICS
A total of 66 CSUS Social Work graduate students participated in this study. Of
the total participants, an overwhelming 86.4% (n = 57) were female and 13.6% (n = 9)
were male (see Table 1). Participants’ ages ranged from 20 to 51 or older. More than
half of the participants (69.7%, n = 46) were between the ages of 20 and 30 years old,
15.2% (n = 10) were between the ages of 31 and 40 years old, 10.6% (n = 7) were
between the ages of 41 and 50 years old, and the remaining 4.5% (n = 3) were 51 years or
older (see Table 2).
Table 1
Participants’ Gender
Valid
Female
Male
Total
Frequency
57
9
66
Percent
86.4
13.6
100.0
Valid Percent
86.4
13.6
100.0
Cumulative
Percent
86.4
100.0
41
Table 2
Participants’ Age
Valid
20 - 30 years old
31 - 40 years old
41 - 50 years old
51+ years old
Total
Frequency
46
10
7
Percent
Valid Percent
69.7
69.7
15.2
15.2
10.6
10.6
3
4.5
4.5
66
100.0
100.0
Cumulative
Percent
69.7
84.8
95.5
100.0
Table 3
Partcipants’ Ethnicity
Frequency
Valid
Asian
Caucasian
African American
Hispanic
Other
Total
15
31
6
10
4
66
Percent
22.7
47.0
9.1
15.2
6.1
100.0
Valid Percent
22.7
47.0
9.1
15.2
6.1
100.0
Cumulative
Percent
22.7
69.7
78.8
93.9
100.0
Racial composition of the participants is presented in Table 3. Almost half of
those surveyed (47%, n = 31) identified as Caucasian, 22.7% (n = 15) identified as Asian,
15.2% (n = 10) identified as Hispanic, 9.1% (n = 6) identified as African American, and
6.1% (n=4) marked other for their ethnicity. With respect to their Social Work program
standing, 45.5% (n = 30) of the participants were Masters of Social Work I students and
54.5% (n = 36) were Masters of Social Work II students (see Table 4).
42
Table 4
Participants’ Social Work Program Standing
Valid
MSWI Student
MSWII Student
Total
Frequency
30
36
66
Percent
Valid Percent
45.5
45.5
54.5
54.5
100.0
100.0
Cumulative
Percent
45.5
100.0
KEY VARIABLES RELATED TO RESEARCH PURPOSE AND RATIONALE
Academic-related Variables
One of the purposes for this research at hand is to identify the academic-related
factors that cause stress in CSUS Social Work graduate students. The instrument used to
collect the data, the Academic Stress Scale, contained 20 variables. After careful
analysis, the following variables were chosen to be presented as they demonstrated the
most meaningful data.
With regards to academic-related stress factors, results from data collected
indicated that 50% of those surveyed reported that grades produce a moderate amount of
stress for them, 24.2% (n = 16) indicated that they are hardly stressed about their grades,
19.7% (n = 13) said that they are extremely stressed, followed by 6.1% (n = 4) who
reported no stress (see Table 5.1). Split comparison for Social Work program standing in
response to level of stress identified for grades is displayed as Table 5.2.
43
Table 5.1
Participants’ Response to Grades
Valid
No Stress
Hardly Stressed
Moderately Stressed
Frequency
4
16
33
Cumulative
Percent Valid Percent
Percent
6.1
6.1
6.1
24.2
24.2
30.3
50.0
50.0
80.3
Extremely Stressed
13
19.7
19.7
Total
66
100.0
100.0
100.0
Table 5.2
Split Comparisons of Social Work Program Standing and Grades
Social Work Program Standing
MSWI
Student
MSWII
Student
Valid No Stress
Hardly
Stressed
Moderately
Stressed
Extremely
Stressed
Total
Valid No Stress
Hardly
Stressed
Moderately
Stressed
Extremely
Stressed
Total
Frequency Percent
Valid
Percent
Cumulative
Percent
3
5
10.0
16.7
10.0
16.7
10.0
26.7
14
46.7
46.7
73.3
8
26.7
26.7
100.0
30
1
11
100.0
2.8
30.6
100.0
2.8
30.6
2.8
33.3
19
52.8
52.8
86.1
5
13.9
13.9
100.0
36
100.0
100.0
44
When asked about the level of stress experienced with excessive
homework/reading, 53% (n = 35) reported being moderately stressed, 25.8% (n = 17)
reported being extremely stressed, 19.7% (n = 13) indicated hardly stressed, while only
1.5% (n=1) reported experiencing no stress (see Table 6.1). Split comparisons for Social
Work program standing and ethnic groups in response to level of stress identified for
excessive homework/reading are displayed as Table 6.2 and 6.3 respectively.
Table 6.1
Participants’ Response to Excessive Homework/Reading
Valid
Frequency
No Stress
1
Hardly Stressed
13
Moderately Stressed
35
Extremely Stressed
Total
17
66
Cumulative
Percent Valid Percent
Percent
1.5
1.5
1.5
19.7
19.7
21.2
53.0
53.0
74.2
25.8
100.0
25.8
100.0
100.0
45
Table 6.2
Split Comparisons of Social Work Program Standing and Excessive Homework/Reading
Social Work Program Standing
MSWI
Valid No Stress
Student
Hardly
Stressed
MSWII
Student
Moderately
Stressed
Extremely
Stressed
Total
Valid Hardly
Stressed
Moderately
Stressed
Extremely
Stressed
Total
Valid Cumulative
Frequency Percent Percent
Percent
1
3.3
3.3
3.3
6
20.0
20.0
23.3
16
53.3
53.3
76.7
7
23.3
23.3
100.0
30
7
100.0
19.4
100.0
19.4
19.4
19
52.8
52.8
72.2
10
27.8
27.8
100.0
36
100.0
100.0
46
Table 6.3
Split Comparisons of Ethnicity and Excessive Homework/Reading
Ethnicity
Asian
Caucasian
African
American
Hispanic
Valid Hardly
Stressed
Moderately
Stressed
Extremely
Stressed
Total
Valid No Stress
Hardly
Stressed
Moderately
Stressed
Extremely
Stressed
Total
Valid Hardly
Stressed
Moderately
Stressed
Extremely
Stressed
Total
Valid Hardly
Stressed
Moderately
Stressed
Extremely
Stressed
Total
Valid Cumulative
Frequency Percent Percent
Percent
1
6.7
6.7
6.7
8
53.3
53.3
60.0
6
40.0
40.0
100.0
15
1
8
100.0
3.2
25.8
100.0
3.2
25.8
3.2
29.0
16
51.6
51.6
80.6
6
19.4
19.4
100.0
31
1
100.0
16.7
100.0
16.7
16.7
2
33.3
33.3
50.0
3
50.0
50.0
100.0
6
3
100.0
30.0
100.0
30.0
30.0
5
50.0
50.0
80.0
2
20.0
20.0
100.0
10
100.0
100.0
47
As for term papers, all the participants reported some level of stress experienced.
A little more than half of the participants surveyed (51.5%, n = 34) indicated that they are
moderately stressed when it comes to term papers. Twenty-six participants (39.4%)
reported that they are extremely stressed while six participants (9.1%) said that they are
hardly stressed (see Table 7.1). Split comparisons for Social Work program standing and
ethnic groups in response to level of stress identified for term papers are displayed as
Table 7.2 and 7.3 respectively.
Table 7.1
Participants’ Response to Papers
Valid
Hardly Stressed
Moderately Stressed
Extremely Stressed
Total
Frequency
6
34
26
66
Cumulative
Percent Valid Percent
Percent
9.1
9.1
9.1
51.5
39.4
100.0
51.5
39.4
100.0
60.6
100.0
48
Table 7.2
Split Comparisons of Social Work Program Standing and Papers
Social Work Program Standing
MSWI
Valid Hardly
Student
Stressed
Moderately
Stressed
Extremely
Stressed
Total
MSWII
Valid Hardly
Student
Stressed
Moderately
Stressed
Extremely
Stressed
Total
Frequency Percent
5
16.7
Valid
Cumulative
Percent
Percent
16.7
16.7
14
46.7
46.7
63.3
11
36.7
36.7
100.0
30
1
100.0
2.8
100.0
2.8
2.8
20
55.6
55.6
58.3
15
41.7
41.7
100.0
36
100.0
100.0
49
Table 7.3
Split Comparisons of Ethnicity and Papers
Ethnicity
Asian
Caucasian
African
American
Hispanic
Other
Valid Cumulative
Frequency Percent Percent
Percent
Valid Hardly Stressed
1
6.7
6.7
6.7
Moderately
6
40.0
40.0
46.7
Stressed
Valid
Valid
Valid
Valid
Extremely
Stressed
Total
Hardly Stressed
Moderately
Stressed
Extremely
Stressed
Total
Hardly Stressed
Moderately
Stressed
Extremely
Stressed
Total
Hardly Stressed
Moderately
Stressed
Extremely
Stressed
Total
Moderately
Stressed
Extremely
Stressed
Total
8
53.3
53.3
100.0
15
2
19
100.0
6.5
61.3
100.0
6.5
61.3
6.5
67.7
10
32.3
32.3
100.0
31
1
1
100.0
16.7
16.7
100.0
16.7
16.7
16.7
33.3
4
66.7
66.7
100.0
6
2
5
100.0
20.0
50.0
100.0
20.0
50.0
20.0
70.0
3
30.0
30.0
100.0
10
3
100.0
75.0
100.0
75.0
75.0
1
25.0
25.0
100.0
4
100.0
100.0
50
When asked about the level of stress experienced with tuition cost, almost half of
the participants (47%, n = 31) indicated that they experience extreme stress.
Approximately a quarter of those surveyed (25.8%, n = 17) reported that they are
moderately stressed when it comes to tuition cost, 16.7% (n = 11) said that they are
hardly stressed, 9.1% (n = 6) stated that they experience no stress, and 1.5% (n = 1)
indicated that the variable did not apply to them (see Table 8.1). Split comparison for
Social Work program standing in response to level of stress identified for tuition cost is
displayed as Table 8.2.
Table 8.1
Participants’ Response to Tuition Cost
Frequency Percent
Valid
Not Applicable
No Stress
Hardly Stressed
Moderately Stressed
Extremely Stressed
Total
1
6
11
17
31
66
1.5
9.1
16.7
25.8
47.0
100.0
Valid Percent
1.5
9.1
16.7
25.8
47.0
100.0
Cumulative
Percent
1.5
10.6
27.3
53.0
100.0
51
Table 8.2
Split Comparisons of Social Work Program Standing and Tuition Cost
Valid
Cumulative
Percent
Percent
3.3
3.3
Social Work Program Standing
MSWI
Valid Not
Student
Applicable
No Stress
Frequency
1
Percent
3.3
3
10.0
10.0
13.3
Hardly
Stressed
Moderately
Stressed
Extremely
Stressed
Total
Valid No Stress
Hardly
Stressed
8
26.7
26.7
40.0
7
23.3
23.3
63.3
11
36.7
36.7
100.0
30
3
3
100.0
8.3
8.3
100.0
8.3
8.3
8.3
16.7
10
27.8
27.8
44.4
20
55.6
55.6
100.0
36
100.0
100.0
MSWII
Student
Moderately
Stressed
Extremely
Stressed
Total
Table 9.1 displays participants’ level of stress experienced with the academicrelated variable field placement. Of those surveyed, 39.4% (n = 26) of respondents stated
that they experience a moderate level of stress, while 28.8% (n = 19) indicated that they
are hardly stressed. In addition, 25.8% (n = 17) reported feeling extremely stressed when
it comes to field placement, and 6.1% (n = 4) said that they have no stress (see Table 17).
Split comparison for Social Work program standing in response to level of stress
identified for field placement is displayed as Table 9.2.
52
Table 9.1
Participants’ Response to Field Placement
Valid
No Stress
Hardly Stressed
Moderately Stressed
Frequency
4
19
26
Percent Valid Percent
6.1
6.1
28.8
28.8
39.4
39.4
Extremely Stressed
17
25.8
25.8
Total
66
100.0
100.0
Cumulative
Percent
6.1
34.8
74.2
100.0
Table 9.2
Split Comparisons of Social Work Program Standing and Field Placement
Social Work Program Standing
MSWI
Student
MSWII
Student
Valid No Stress
Hardly
Stressed
Moderately
Stressed
Extremely
Stressed
Total
Valid Hardly
Stressed
Moderately
Stressed
Extremely
Stressed
Total
Frequency
Percent
Valid Cumulative
Percent
Percent
4
8
13.3
26.7
13.3
26.7
13.3
40.0
13
43.3
43.3
83.3
5
16.7
16.7
100.0
30
11
100.0
30.6
100.0
30.6
30.6
13
36.1
36.1
66.7
12
33.3
33.3
100.0
36
100.0
100.0
53
When looking at the level of stress experienced with time management, 53% (n =
35) of participants stated that they experience a moderate level of stress, with 31.8% (n =
21) of total participants stated that they are extremely stressed. Seven participants
(10.6%) indicated that they are hardly stressed, followed by three participants (4.5%)
who stated that they experience no stress (see Table 10.1). Split comparisons for Social
Work program standing and ethnic groups in response to level of stress identified for time
management are displayed as Table 10.2 and 10.3 respectively.
Table 10.1
Participants’ Response to Time Management
Valid
No Stress
Hardly Stressed
Moderately Stressed
Extremely Stressed
Total
Frequency
3
Percent
4.5
7
35
21
66
10.6
53.0
31.8
100.0
Valid
Cumulative
Percent
Percent
4.5
4.5
10.6
53.0
31.8
100.0
15.2
68.2
100.0
54
Table 10.2
Split Comparisons of Social Work Program Standing and Time Management
Social Work Program Standing
MSWI
Valid Hardly
Student
Stressed
Moderately
Stressed
Extremely
Stressed
Total
MSWII
Valid No Stress
Student
Hardly
Stressed
Moderately
Stressed
Extremely
Stressed
Total
Frequency
5
Valid
Cumulative
Percent Percent
Percent
16.7
16.7
16.7
17
56.7
56.7
73.3
8
26.7
26.7
100.0
30
3
2
100.0
8.3
5.6
100.0
8.3
5.6
8.3
13.9
18
50.0
50.0
63.9
13
36.1
36.1
100.0
36
100.0
100.0
55
Table 10.3
Split Comparisons of Ethnicity and Time Management
Ethnicity
Asian
Caucasian
African
American
Hispanic
Other
Valid Hardly Stressed
Moderately
Stressed
Valid
Valid
Valid
Valid
Extremely
Stressed
Total
No Stress
Hardly Stressed
Moderately
Stressed
Extremely
Stressed
Total
Moderately
Stressed
Extremely
Stressed
Total
No Stress
Moderately
Stressed
Extremely
Stressed
Total
No Stress
Moderately
Stressed
Extremely
Stressed
Total
Valid Cumulative
Frequency Percent Percent
Percent
2
13.3
13.3
13.3
9
60.0
60.0
73.3
4
26.7
26.7
100.0
15
1
5
14
100.0
3.2
16.1
45.2
100.0
3.2
16.1
45.2
3.2
19.4
64.5
11
35.5
35.5
100.0
31
4
100.0
66.7
100.0
66.7
66.7
2
33.3
33.3
100.0
6
1
6
100.0
10.0
60.0
100.0
10.0
60.0
10.0
70.0
3
30.0
30.0
100.0
10
1
2
100.0
25.0
50.0
100.0
25.0
50.0
25.0
75.0
1
25.0
25.0
100.0
4
100.0
100.0
56
As for thesis, everybody but two respondents (who indicated that the variable did
not apply to them) stated that they experience some level of stress when it comes to this
variable. A majority of the people surveyed (53%, n = 35) reported that they feel
extremely stressed with this academic-related factor. Twenty-six respondents (39.4%)
stated that they are moderately stressed; while three respondents (4.5%) indicated that
they are hardly stressed (see Table 11.1). Split comparisons for Social Work program
standing and ethnic groups in response to level of stress identified for thesis are displayed
as Table 11.2 and 11.3 respectively.
Table 11.1
Participants’ Response to Thesis
Frequency
Valid
Not Applicable
Hardly Stressed
Moderately Stressed
Extremely Stressed
Total
2
3
26
35
66
Percent
3.0
4.5
39.4
53.0
100.0
Valid Percent
3.0
4.5
39.4
53.0
100.0
Cumulative
Percent
3.0
7.6
47.0
100.0
57
Table 11.2
Split Comparisons of Social Work Program Standing and Thesis
Social Work Program Standing
MSWI
Valid Hardly
Student
Stressed
Moderately
Stressed
Extremely
Stressed
Total
MSWII
Valid Not Applicable
Student
Moderately
Stressed
Extremely
Stressed
Total
Valid Cumulative
Frequency Percent Percent
Percent
3
10.0
10.0
10.0
16
53.3
53.3
63.3
11
36.7
36.7
100.0
30
2
10
100.0
5.6
27.8
100.0
5.6
27.8
5.6
33.3
24
66.7
66.7
100.0
36
100.0
100.0
58
Table 11.3
Split Comparisons of Ethnicity and Thesis
Ethnicity
Asian
Caucasian
African
American
Hispanic
Other
Valid Moderately
Stressed
Extremely
Stressed
Total
Valid Hardly Stressed
Moderately
Stressed
Extremely
Stressed
Total
Valid Moderately
Stressed
Extremely
Stressed
Total
Valid Not Applicable
Moderately
Stressed
Extremely
Stressed
Total
Valid Not Applicable
Moderately
Stressed
Extremely
Stressed
Total
Valid Cumulative
Frequency Percent Percent
Percent
6
40.0
40.0
40.0
9
60.0
60.0
100.0
15
3
11
100.0
9.7
35.5
100.0
9.7
35.5
9.7
45.2
17
54.8
54.8
100.0
31
2
100.0
33.3
100.0
33.3
33.3
4
66.7
66.7
100.0
6
1
5
100.0
10.0
50.0
100.0
10.0
50.0
10.0
60.0
4
40.0
40.0
100.0
10
1
100.0
25.0
100.0
25.0
25.0
2
50.0
50.0
75.0
1
25.0
25.0
100.0
4
100.0
100.0
59
Coping Variables
Another major component of this study is to look at the coping strategies that
CSUS Social Work graduate students employ when confronted with a stressful or
challenging situation. The instrument used to collect the data, the brief COPE, contained
26 variables. After careful analysis, the following variables were chosen to be presented
as they demonstrated the most meaningful data.
Variable Concentrate on Doing Something about the Situation
All respondents reported that they use this strategy to a certain degree when
confronted with stressful situations. Of the total number of participants, 45.5% (n = 30)
stated that they do this a medium amount. Twenty-three participants (34.8%) stated that
they utilize this strategy a lot and 13 (19.7%) participants indicated that they use it a little
bit (see Table 12).
Table 12
Participants’ Response to Concentrate on Doing Something about Situation to Cope
Valid
A little bit
A medium amount
A lot
Total
Frequency
13
30
23
66
Percent Valid Percent
19.7
19.7
45.5
45.5
34.8
34.8
100.0
Cumulative
Percent
19.7
65.2
100.0
100.0
Variable Get Emotional Support from Others
An overwhelming 48.5% (n = 32) of participants indicated that they tend to get
emotional support from others as a way to cope with stressful situations a lot of the time.
60
This is followed by 24.2% (n = 16) of the participants who indicated that they seek
emotional support from others a medium amount, 21.2% (n = 14) do this a little bit, and
6.1% (n = 4) stated that they do not use this method at all (see Table 13).
Table 13
Participants’ Response to Get Emotional Support from Others to Cope
Valid
Not at all
A little bit
A medium amount
A lot
Total
Frequency
4
14
16
32
66
Percent Valid Percent
6.1
6.1
21.2
21.2
24.2
24.2
48.5
48.5
100.0
100.0
Cumulative
Percent
6.1
27.3
51.5
100.0
Variable Take Action to Make the Situation Better
When asked how often participants cope with stressful situations by taking action
to make it better, more than half of the respondents (57.6%, n = 38) stated that they
utilize this strategy a medium amount. Twenty-two participants (33.3%) reported that
they take action a lot to make stressful situations better, while 4.5% (n = 3) stated that
they do it a little bit. Another 4.5% (n = 3) indicated that they do not use this method at
all (see Table 14).
61
Table 14
Participants’ Response to Take Action to Make the Situation Better to Cope
Valid
Not at all
A little bit
A medium amount
Frequency
3
3
38
Percent Valid Percent
4.5
4.5
4.5
4.5
57.6
57.6
A lot
22
33.3
33.3
Total
66
100.0
100.0
Cumulative
Percent
4.5
9.1
66.7
100.0
Variable Get Help and Advice from Others
For the approach of getting help and advice from others when confronted with a
stressful situation, all the respondents reported that they utilize this method to a certain
degree. Of the total number of participants, 51.5% (n = 34) reported that they seek help
and advice from others a lot, 34.8% (n = 23) stated that they seek help a medium amount,
and 13.6% (n = 9) indicated that they do it a little bit (see Table 15).
Table 15
Participants’ Response to Getting Help and Advice from Others to Cope
Valid
A little bit
A medium amount
A lot
Total
Frequency
9
23
34
66
Percent Valid Percent
13.6
13.6
34.8
51.5
100.0
34.8
51.5
100.0
Cumulative
Percent
13.6
48.5
100.0
62
Variable Come Up with a Strategy about What to Do About Stressful Situation
When confronted with a stressful situation, 45.5% (n = 30) of participants stated
that a lot of times, they will try to come up with a strategy to manage the situation. The
same amount of participants (45.5%, n = 30) reported that they do this a medium amount,
while 9.1% (n = 6) of participants stated that they do this a little bit (see Table 16).
Table 16
Participants’ Response to Coming Up with Strategy about What to Do to Cope
Valid
A little bit
A medium amount
A lot
Total
Frequency
6
30
30
66
Percent Valid Percent
9.1
9.1
45.5
45.5
45.5
45.5
100.0
100.0
Cumulative
Percent
9.1
54.5
100.0
Variable Accept Reality that It Has Happened
When asked how often participants coped with stressful situations by accepting
the reality that they have happened, over half of the respondents (53%, n = 35) stated that
they do it a medium amount. Twenty participants (30.3%) indicated that they do it a lot,
eight (12.1%) reported that they do it a little bit, and three (4.5%) stated that they do not
use this method to cope at all (see Table 17).
63
Table 17
Participants’ Response to Accept Reality that It Has Happened to Cope
Valid
Not at all
A little bit
A medium amount
Frequency
3
8
35
Percent Valid Percent
4.5
4.5
12.1
12.1
53.0
53.0
A lot
20
30.3
30.3
Total
66
100.0
100.0
Cumulative
Percent
4.5
16.7
69.7
100.0
QUALITATIVE DATA IN REGARDS TO FIELD PLACEMENTS AND
THESIS/PROJECT ADVISORS
Two open-ended questions were asked to gather participant input on their
experiences with their field placements and thesis advisors. Participants’ answers were
gathered and organized into themes by commonality of responses.
When asked about their experience with field placement thus far, many MSWIs
reported that they are having a positive experience and are learning a lot. Participants’
responses include: “great supervision”, “I have learned a lot and I feel the experience will
benefit me after I graduate”, “awesome experience”, “good training” and “it stretched my
experience in other directions than what I was accustomed”.
Those who reported not having a good experience stated that their placements are
“remedial and completely unchallenging”, “stressful due to not having enough time to
complete tasks” and “being treated like an employee”. Others stated that they do not like
64
their placement due to feeling “like a secretary answering phones instead of seeing
clients” and “not learning at all”.
Likewise, many MSWIIs also reported having a positive experience in field with
supportive field instructors. Responses include “wonderful staff and supervisor”,
“positive, good learning experience”, “best part of graduate experience”, and “great
clinical experience”. However, an overwhelming number reported feeling stressed out as
“three days of field is very overwhelming”, “field instructor unorganized”, “very little
support”, and “very intense and fast paced”.
When asked about their experience with their thesis/project advisors thus far, the
distribution of responses between having a positive experience and a negative experience
was fairly balanced. Participants who reported a positive experience generally stated that
their thesis/project advisor is “supportive, available, and helpful”, “has clear objectives”,
“is responsive”, and “provides good direct feedback”. “Advisor hard to contact and
meet”, “slow on feedback”, “extremely unclear on expectations”, and “lack of
communication” were cited as some of the reasons for having a negative experience, with
lack of communication most commonly reported. Due to the thesis/project being a part
of students’ experience only after the first year in the Social Work program, the question
in relation to thesis advisor experience was only answered by MSWIIs.
OVERALL FINDINGS
Another aim of the current research is to investigate the relationship between
academic-related stress of CSUS Social Work graduate students and coping strategies
employed. The Pearson correlation was used to examine several academic-related stress
65
variables and their effects on CSUS Social Work graduate students. The strongest
variables found to be correlated with academic-related stress for students are term papers
and studying (r = .548, p < .000), followed by excessive homework/reading and term
papers (r = .519, p < .000), and grades and term papers (r = .518, p < .000). Weaker
correlations were found for studying and field placement (r = .308, p < .012) and
studying and thesis (r = .284, p < .021). Variables that do not appear to have any
correlation with academic stress for CSUS Social Work graduate students include
examinations and field placement (r = .212, p < .087) and examinations and studying (r =
.211, p < .090).
The strongest variables found to be correlated with managing stressful situations
for CSUS Social Work graduate students are accepting reality that it has happened and
learning to live with stressful situation (r = .360, p < .003), followed by looking for
something good in the situation and learning to live with it (r = .278, p < .024). Variables
that do not appear to be correlated with helping students manage stressful situations are
criticizing self and learning to live with it (r = -011, p < .929) and getting comfort and
criticizing self and looking for something good in the situation (r = -.027, p < .828).
66
Table 18
Correlation Matrix between Academic Stress and Coping Strategies
Sum of coping
mechanism score
Pearson
Correlation
Sum of coping
mechanism
score
1
Sig. (2-tailed)
N
66
Academic
Pearson
.335**
Correlation
Sig. (2-tailed)
.006
N
66
**. Correlation is significant at the 0.01 level (2-tailed).
Academic
.335**
.006
66
1
66
As indicated by Table 18, there is a slight correlation (r = .335, p < .006) between
the variables on the Academic Stress Scale and variables on the Brief COPE scale.
Academic-related stress factors and identified coping strategies only accounted for
11.22% (.335 x .335 x 100 = 11.22) of the variations in life functioning of participants.
67
Chapter 5
SUMMARY
Overall Summary
Just to reiterate, this study examined the relationship between academic stress
levels of the Spring 2012 California State University, Sacramento’s (CSUS) Division of
Social Work graduate students and coping strategies they employed. The overall arching
aims were: 1) identify the academic sources of stress in CSUS Social Work graduate
students; 2) explore the extent of utilization of problem-focused copings strategies versus
emotion-focused coping strategies in CSUS Social Work graduate students; and 3)
investigate the relationship between academic-related stress of CSUS Social Work
graduate students and coping strategies employed. Although the findings of this study
may not provide statistical analysis that can be generalized to students outside of the
Spring 2012 CSUS Social Work graduate classes, results yielded valuable information
that perhaps the Division of Social Work may consider utilizing for future curriculum
change and improvements. The overall findings of this research project are summarized
below.
Aim #1: Identify the Academic Sources of Stress in CSUS Social Work Graduate
Students
Analysis of data collected in Chapter 4 indicated that the top five stressors for
CSUS Social Work students while they completed their program of study are thesis
(92.4% reported being at least moderately stressed, n = 61), papers (90.0% reported being
at least moderately stressed, n = 60), time management (84.8% reported being at least
68
moderately stressed, n = 56), excessive homework/reading (78.8% reported being at least
moderately stressed, n = 52), and tuition cost (72.8% reported being at least moderately
stressed, n = 48). For the number one stress producing academic factor thesis, over half
of the respondents (53%, n = 35) indicated that they are extremely stressed in this
category. Although tuition cost ranked last of the top five stressors, it is important to note
that almost half of the participants (47%, n = 31) stated that they are extremely stressed in
this category. As indicated by data collected, all respondents marked some degree of
stress experienced with the academic factors paper and thesis. For the academic factor
excessive homework/reading, all but one participant indicated some level of stress.
A split comparison of levels of stress for identified academic factors was
conducted for Master of Social Work I (MSWI) and Master of Social Work II (MSWII)
students. For the variables that were chosen to be reported in Chapter 4, responses by
participants demonstrated that the variable grades produced more stress for MSWI
students than MSWII students (73.4% of MSWI students reported being at least
moderately stressed about grades compared to 66.7% of MSWII students). However,
MSWII students reported experiencing a higher level of stress for the other six variables:
papers (97.3% of MSWIIs and 83.4% of MSWIs), tuition cost (83.4% of MSWIIs and
60% of MSWIs), field placement (69.4% of MSWIIs and 60% of MSWIs), excessive
homework/reading (80.6% of MSWIIs and 76.6% of MSWIs), time management (86.1%
of MSWIIs and 83.4% of MSWIs), and thesis (94.5% of MSWIIs and 90% of MSWIs).
Researchers predict that entering MSWI students place a higher emphasis on grades than
MSWII students as grades are often used to assess learning and academic success. As
69
they complete their first year of graduate study and move on to their second year,
researchers assume that MSWI students’ perception of academic success is less
determined by the grades they receive and more so by the information they absorb
through assigned readings and in class discussions as well as hands on experiences in
field placements. Researchers suspect that this may be the reason for MSWIs’ higher
stress level experienced with the variable grades but more research will need to be carried
out in order to confirm this hypothesis.
A split comparison of levels of stress for academic factors outlined in Chapter 4
was also conducted for the various ethnicities identified by participants. Data analysis
indicated that of the four identified ethnicities in this research project, participants who
identified as Asians ranked in top two for being at least moderately stressed for six out of
seven of the variables identified for analysis in Chapter 4. These six variables are grades,
excessive homework/reading, papers, tuition cost, field placement, and thesis, with more
self-identified Asians than any other ethnic group reported being at least moderately
stressed for excessive homework/reading and tuition cost. An overwhelming 73.3% (n =
11) of self-identified Asians indicated that they are extremely stressed when it came to
tuition cost compared to 45.2% of self-identified Caucasians, 16.7% of self-identified
African Americans, and 30% of self-identified Hispanics. All self-identified Asians
reported at least a moderate level of stress with the variable thesis. Self-identified
African Americans reported higher stress than the rest of the ethnic groups in grades and
time management, with all self-identified African Americans indicating that they
experience at least moderate stress with time management and thesis. More self-
70
identified Caucasians than the rest of the ethnic groups reported at least moderate stress
for the variable papers and more self-identified Hispanics reported at least moderate
stress for field placement.
When asked about their experience with field placement thus far, many MSWIs
reported that they are having a positive experience and are learning a lot. Those who
reported not having a good experience stated that their placements are somewhat
stressful, tasks and duties are less than what they expected, and placement slow and
unchallenging. Likewise, many MSWIIs also reported having a positive experience in
field with supportive field instructors. However, an overwhelming number reported
feeling stressed out due to the number of caseload, intensity of work, and difficulty to
manage schedule with three days of field. A number of individuals also indicated that
there are significant differences between their first and second year placements and stated
that they feel unprepared to tackle social work after graduation. Many individuals who
indicated that they are having a positive learning experience in field reported that they are
placed in a mental health setting.
When asked about their experience with their thesis/project advisors thus far, the
distribution of responses between having a positive experience and a negative experience
was fairly balanced. Participants (only MSWIIs were required to answer this question)
who reported a positive experience generally stated that their thesis/project advisor is
helpful, had clear objectives, and provided support and encouragement as needed. A lack
of communication and availability from thesis/project advisor, disorganization of
71
objectives, and unclear expectations were cited as reasons for having a negative
experience, with lack of communication most commonly reported.
Aim #2: Explore the Extent of Utilization of Problem-focused Copings Strategies Versus
Emotion-focused Coping Strategies in CSUS Social Work Graduate Students
Analysis of data collected in Chapter 4 indicated that the top five coping
strategies employed by CSUS Social Work students while they completed their program
of study are to “come up with a strategy about what to do” (91% reported that they do
this a medium amount or more, n = 60), “take action to make the situation better” (90.9%
reported that they do this a medium amount or more, n = 60), “get help and advice from
others” (86.3% reported that they do this a medium amount or more, n = 57), “accept
reality that it has happened” (83.3% reported that they do this a medium amount or more,
n = 55), and “concentrate efforts on doing something about the situation” that they are in
(80.3% reported that they do this a medium amount or more, n = 53). All respondents
marked that they utilize to a certain frequency the coping strategies “concentrate efforts
on doing something about the situation”, “get help and advice from others”, and “come
up with a strategy about what to do”. Over half of the respondents (51.5%, n = 34)
marked that they “get help and advice from others” a lot when confronted with a
challenging situation.
Among the top five coping strategies preferred by participants, four are problemfocused (come up with a strategy about what to do, take action to make the situation
better, get help and advice from others, and concentrate efforts on doing something about
the situation) and one is emotion-focused (accept reality that it has happened). However,
72
when asked which method of coping was the most effective for them among all that were
listed on the measurement instrument, the top three marked by participants are getting
emotional support from others (emotion-focused), get help and advice from others
(problem-focused), and do something to think about it less such as going to the movies
etc. (avoidance coping).
A split comparison of coping strategies utilized was conducted for the various
ethnicities identified by participants. All participants who identified as African
Americans indicated that they use to a medium amount or more the coping strategies
“concentrate efforts on doing something about the situation”, “take action to make the
situation better”, and “come up with a strategy about what to do”, all of which are
problem-focused coping strategies. Those who identified as Asians ranked last out of all
four ethnic groups when it came to utilization of these strategies. On the other hand,
Asians and Hispanics ranked above African Americans and Caucasians when it came to
utilizing the strategies “get help and advice from others” and “get emotional support from
others”. African Americans, however, ranked last out of all four ethnic groups for
utilization of these strategies. There may be a correlation between Asian participants’
high degree of academic stress and the overall lower utilization of problem-focused
coping strategies when compared to other ethnic groups; however, more research will
need to be conducted to confirm or disconfirm this position. A note to remember is that
the uneven distribution of ethnic participants in this study may skew results presented.
Aim #3: Investigate the Relationship between Academic-related Stress of CSUS Social
Work Graduate Students and Coping Strategies Employed
73
As demonstrated by Table 20 in Chapter 4, academic-related stress factors and
identified coping strategies only accounted for 11.22% of the variations in life
functioning of participants. This indicates that 88.78% of participants’ well-being is
affected by other factors not discussed in this study. In general, the variables analyzed in
this study only explain a small percentage of 2012 Spring CSUS Social Work graduate
students’ overall well-being.
Consistent with research (Friedlander et al., 2007; Robotham & Julian, 2006;
Ross et al., 1999; Shield, 2001), participants of this study reported a moderate level of
stress associated with academic-related variables. The finding that participants’ wellbeing is accounted for by other variables unmentioned in this study is supported by the
literature (Ross et al. 1999), in which intrapersonal factors were founded to create the
most stress for college students with change in sleeping habits, vacations/breaks, change
in eating habits, increased work load, and new responsibilities ranking as top five sources
of stress. This research, however, did not find tests to be the number one source of
academic stress as suggested by Shield (2001), possibly because examinations are not an
integral part of this institution’s Social Work graduate program curriculum. Not
surprisingly, thesis and papers, both of which are important aspects of the program’s
requirements, are noted to be top one and two stressors for participants of this study. In
addition, research also found that many students are forced to take on part-time
employment on top of their studies to alleviate financial stress (Robotham, 2008).
Financial pressures are linked to our findings as tuition cost ranked among top five
74
stressors for participants of this study, with an overwhelming 73.3% (n = 11) of identified
Asians indicating that they are extremely stressed when it came to tuition cost.
Researchers’ finding that four of the top five coping strategies utilized by
participants are problem-focused coping strategies is not surprising as literature suggests
that college students may resort to problem-focused coping strategies more when
academic stress increases (Smith & Renk, 2007). This may be conducive to students’
well-being as research demonstrates that active coping, such as problem-focused coping,
leads to better adjustment for college students and stressful events in general (Shields,
2001).
Chang (2001) talked about 45 self-identified Asian Americans and 49 selfidentified Caucasian Americans of college students involved in a study exploring their
cultural differences and coping skills. The result was that Asians report more problem
avoidance and social withdrawal as coping mechanisms. In relation, findings from this
research illustrated that self-identified Asian participants ranked last for utilization of the
top two problem-focused coping strategies (“come up with a strategy about what to do”
and “take action to make the situation better”). This research did not look into cultural
factors that may play a part in swaying the use of one strategy over another. Perhaps
future research may be interested in expanding on this topic to look at the relationship
between cultural driven coping mechanisms and their influences on stress levels.
Social Work Implications
Because evidence-based practice is important to the work performed by social
workers, researchers hope that the information gathered by this project will add to the
75
knowledge base. According to Johnson and Austin (2005), one of the steps of evidencedbased practice is to appraise the data for its validity. The findings from this project is a
validation that further research on this topic is needed indeed; yet, it also brings to light
the challenges of graduate Social Work students at California State University,
Sacramento.
Students will be seeking employment in the communities and building their
careers after graduation. On the micro level, social workers in this field are faced with
many challenges working with high demands of underserved and/ or underprivileged
diverse communities. Their clients will most likely consist of individuals from different
backgrounds with various needs. Immigration, disability, mental health, discrimination,
homelessness, neglect, and abuse are only a few of the challenging issues faced by the
underprivileged. Due to the dynamic roles that social workers have such as advocating,
representing, supporting and/ or stabilizing an aspect of their clients’ life, professionals
often needs to have patience, energy, strong will and determination in order to efficiently
meet the needs of their clients. Similar to being a graduate student, if one cannot manage
academic stressors, one’s academic performance will be impacted. Therefore, findings
from this project could provide useful information to promote self care, minimize stress
and prevent burnouts among social work professionals.
On a mezzo level, California State University, Division of Social work would
benefit from this project by learning about the various academic stressors students
encounter and how they cope as they go through the social work graduate program.
Another step in evidenced-based practice is to apply the results of the evidence appraisal
76
to the practice (Johnson & Austin, 2005). The knowledge gained in this project would be
a resource to raise awareness to the professors and administrators in the social work
department about the stressors and challenges students encounter. Different forms of
support could be created among students and/ or professors to share insights, exchange
ideas, prolong education, and encourage positive coping mechanisms to minimize stress
and promote healthy coping.
Additionally, the society we live in is constantly undergoing changes that may or
may not benefit the population social workers serve. Children, parents, families, and the
elderly will continue to face life challenges and obstacles that will require many services.
Social workers too, will need support for themselves so they can continue to be the
backbones for these individuals. In agreement, Johnson and Austin (2005) asserted that
findings should further be applied to the realm of policy. Thus, policies on the macro
level regarding social work education should be revisited and encouraged to address the
impact of academic stress and coping methods of graduate Social Work students at
California State University and other institutions. The National Association of Social
Workers (NASW), for example, could advocate for changes to the accreditation
requirements, or mandate a stress and coping course at the universities to support social
work graduate students.
Recommendation for Future Changes
From this project, the awareness of the challenges for students could be made
known to professors and administrative personnel. It is the recommendation of the
researchers that the Division of Social Work give students the opportunity to provide
77
input about the program. Due to the workload assignments, class schedules, field
requirements, and thesis, the curriculum is intense and difficult for most students (as
suggested by findings); therefore, hearing from the students’ perspectives on what they
feel would foster a better learning environment could be conducive not only to students’
learning experience but also to their overall well-being. For example, having less
required hours of fieldwork per week, or being able to have more than two field
placements over the course of the program could be a constructive modification. Social
work graduate students may also benefit if the program provides some form of support
for students. A support group to teach students to deal with life challenges along with
academic stressors could be beneficial. Another approach is for the division to create an
elective course that incorporates the concepts of stress and positive coping for students
who are interested. This can also help decrease stress, improve resiliency to stress, and
promote positive coping skills.
Summary
The researchers hope this project will motivate future graduate students to
continue research for this topic to encourage modifications to policies as well as within
social work education for additional support for students to alleviate academic stresses
and promote positive coping skills. The researchers also anticipate that more recognition
will be given to this profession because social workers are critical to making positive
changes in the community through providing direct and indirect services.
78
APPENDIX A
79
Consent to Participate in Research
You are being asked to participate in a research project which will be conducted
by Mary Ninh and Ka Thao, graduate students of Social Work at California State
University, Sacramento (CSUS). The purpose of the study is to obtain your perceptions
regarding academic stress factors relating to graduate studies. It is focused on your
perceptions about graduate stress and not any other personal issues.
If you agree to be a participant, you will be asked to complete a questionnaire that
has two separate sections. One of the sections is about academic stress and another
section is about coping skills that you think might be helpful to graduate students. Your
participation in the research project is strictly voluntary and you have every right to
decline participation. In case you decide to decline, please return the questionnaire to us
and no question will be asked.
Although the research project is focusing on academic stress, you may feel
uncomfortable about certain items on the questionnaire as the items might reflect stress
you encountered outside the academic arena. We want you to feel eased that this
research project does not aim to collect those types of information. Also, because of the
sensitive nature of academic stress and personal stress, you may feel uncomfortable after
completing the questionnaire. In case it happened to you, please seek counseling which
is available at the Counseling and Psychological Services Center located on the 2nd floor
at The Well, Primary Care. Their contact number is (916) 278-6416. For professional
help outside the university campus, please call Sacramento County Division of Mental
Health at (916) 875- 6970.
While participating in this research project, you may not gain anything from it but
your insight into factors that affect graduate studies and coping mechanism utilized by
them are helpful to inform campus administrators and social services programs in the
community about needs and services graduate students might be seeking while
completing their program of study.
To make sure your participation is confidential, please do not put any personal
identifying information on the questionnaires. Once completed, please sign the two
consent forms, keep one for yourself and place the other copy with the questionnaire in
the attached envelope. As soon as the data is entered onto the SPSS computer program,
the original paper questionnaire will be destroyed.
After completing the questionnaire, in case you have any questions about this
research, you may contact Mary Ninh by email at mninh84@gmail.com, or Ka Thao by
email at kathao2008@yahoo.com. You may also contact our Project advisor, Dr. Serge
Lee at (916) 278- 5820 or email him leesc@csus.edu.
80
We thank you for your valuable time and responses. We appreciate them very
much.
By signing below indicates your voluntary participation in our research project.
__________________________________
Signature of Participant
_____________________
Date
81
APPENDIX B
82
Measurement Instrument
Academic Stress Scale
To protect your identity, please do not put your name on this survey. The following chart
contains a list of factors and events associated with college students’ learning experience
during the course of a semester. Please indicate the level of stress experienced with each
of the following items by placing a check mark in the appropriate box.
N/A
No
Stress
Hardly
Stressed
Moderately
Stressed
Extremely
Stressed
Grades
Excessive homework/reading
Papers
Examinations
Studying
Class speaking
Tuition cost
Fast-paced lectures
Field placement
Unclear assignments
Unprepared to respond to
questions in class
Missing class
Buying text books
Time management
Unclear course objectives
Hot or cold classrooms
Boring class
Arriving late for class
Parking
Thesis
Scale adapted from Kohn, J.P., Frazer, G. H. (1986). An academic stress scale:
identification and rated importance of academic stressors. Psychological Reports, 59,
415-426.
83
Brief COPE
To protect your identity, please do not put your name on this survey. This survey
contains a list of ways people may respond to difficult and/or stressful situations in their
lives. Please rate the extent to which each of the following statements applies to you
when are confronted with challenging situations.
not at
all.
I turn to work to take my mind off of things.
Concentrate on doing something about situation.
I say to myself “this isn’t real”.
I get emotional support from others.
I give up trying to deal with it.
I take action to try to make the situation better.
I refuse to believe that it has happened.
I say things to let my unpleasant feelings escape.
I get help and advice from other people.
I try to see it in a positive light.
I criticize myself.
I try to come up with a strategy about what to do.
I get comfort and understanding from someone.
I give up the attempt to cope.
I look for something good in what is happening.
I make jokes about it.
I do something to think about it less (movies etc)
I accept reality of the fact that it has happened.
I express my negative feelings.
I find comfort in my religion/spiritual beliefs.
I try to get advice or help about what to do.
I learn to live with it.
I think hard about what steps to take.
I blame myself for things that happen.
I pray or meditate.
I make fun of the situation.
I do this…
a little a medium a lot.
bit.
amount.
84
Please answer the following questions to the best of your ability.
1. Tell us a little bit about your experience thus far in your field placement.
2. What is your experience with your thesis advisor thus far? (If question is not
applicable, please indicate with N/A)
Please tell us a little bit about yourself.
1. I am a…
[ ] female
[ ] male
2. I am a…
[ ] MSWI student
3.
I am between…
[ ] 20 – 30 yrs old
[ ] decline to report
[ ] MSWII student
[ ] Advanced standing student
[ ] 31 – 40 yrs old
[ ] 41 – 50 yrs old
[ ] 51+
4. My ethnicity is…
[ ] Asian
[ ] Caucasian [ ] African American [ ]Pacific Islander
[ ]Hispanic [ ] Indian
[ ] American Indian [ ] Other, Please specify: ________
Brief COPE adapted from Carver, C.S. (1997). You want to measure coping but your
protocol’s too long: consider the brief COPE. International Journal of Behavioral
Medicine, 4(1),92-100
85
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