Academic Stress, Anxiety, and Self-Efficacy: The Role of Emotion Regulation
Presentation Type
Poster
Faculty Advisor
Samantha Coyle
Access Type
Event
Start Date
26-4-2023 11:00 AM
End Date
26-4-2023 12:00 PM
Description
Academic stress, including demands related to heavy workload, grades, and pressure to succeed, is common among college undergraduates. Research has shown that anxiety and self-efficacy are two important outcomes related to academic stress. Identifying protective factors against these potentially negative outcomes could help inform interventions on how to mitigate the harmful effects of high academic stress on emerging adults. One factor that could influence how individuals experience academic stress is emotion regulation. The way individuals interpret, control, and respond to their emotions that result from academic stress could have an impact on the amount of anxiety the individual experiences and level of self-efficacy an individual has. The current study aimed to investigate the associations between academic stress, anxiety, and self-efficacy among emerging adults. Further, it also examined whether the type of emotion regulation strategies an individual engages in has a moderating effect on the relationship between academic stress, anxiety, and self-efficacy. Undergraduate students enrolled in Psychology courses at Montclair State University completed a series of online questionnaires through Qualtrics. Data was analyzed using multiple linear regression models and moderated regression models. This poster will provide suggestions for how to facilitate adaptive use of emotion regulation within an academic context to promote more positive transitions from high school to college.
Academic Stress, Anxiety, and Self-Efficacy: The Role of Emotion Regulation
Academic stress, including demands related to heavy workload, grades, and pressure to succeed, is common among college undergraduates. Research has shown that anxiety and self-efficacy are two important outcomes related to academic stress. Identifying protective factors against these potentially negative outcomes could help inform interventions on how to mitigate the harmful effects of high academic stress on emerging adults. One factor that could influence how individuals experience academic stress is emotion regulation. The way individuals interpret, control, and respond to their emotions that result from academic stress could have an impact on the amount of anxiety the individual experiences and level of self-efficacy an individual has. The current study aimed to investigate the associations between academic stress, anxiety, and self-efficacy among emerging adults. Further, it also examined whether the type of emotion regulation strategies an individual engages in has a moderating effect on the relationship between academic stress, anxiety, and self-efficacy. Undergraduate students enrolled in Psychology courses at Montclair State University completed a series of online questionnaires through Qualtrics. Data was analyzed using multiple linear regression models and moderated regression models. This poster will provide suggestions for how to facilitate adaptive use of emotion regulation within an academic context to promote more positive transitions from high school to college.