Coping with Distal and Proximal Stressors: A Transactional Model of Stress Among First-Year Undergraduate Students

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dc.contributor.advisorDobson, Keith S.
dc.contributor.authorPoole, Julia C.
dc.contributor.committeememberSzeto, Andrew C. H.
dc.contributor.committeememberHodgins, David C.
dc.contributor.committeememberSchwartz, Kelly Dean
dc.contributor.committeememberHarkness, Kate L.
dc.date2020-11
dc.date.accessioned2019-10-28T17:42:03Z
dc.date.available2019-10-28T17:42:03Z
dc.date.issued2019-10-14
dc.description.abstractThe transition to post-secondary education has been cited as a period of high stress, and increased rates of mental health concerns among undergraduate samples suggest that many students are poorly equipped to cope with this transition. The current study utilized the transactional model of stress (Folkman & Lazarus, 1984) to address the need for a comprehensive model of stress and coping among undergraduate students. A sample of first-year undergraduate students completed self-report questionnaires within the initial months of their first term (Time 1; n= 788) and again within the final months of their second term (Time 2; n= 621). Structural equation modeling was used to analyze the associations among stress and coping variables at the start of the year, including distal stressors, proximal stressors, appraisal of stressors, coping strategies, and emotion regulation strategies, with mental health outcomes at the end of the year, including depression, anxiety, and life satisfaction. Results indicated that stress and coping variables at the start of the year explained almost half (45.3%) of the variability in mental health outcomes at the end of the year. Taken together, the structural model provides a useful framework for the conceptualization, assessment, and treatment of stress-related mental health concerns among first-year undergraduate students. Clinical implications and directions for future research and theory development are discussed.en_US
dc.identifier.citationPoole, J. C. (2010). Coping with Distal and Proximal Stressors: A Transactional Model of Stress Among First-Year Undergraduate Students (Doctoral thesis, University of Calgary, Calgary, Canada). Retrieved from https://prism.ucalgary.ca.en_US
dc.identifier.doihttp://dx.doi.org/10.11575/PRISM/37219
dc.identifier.urihttp://hdl.handle.net/1880/111181
dc.language.isoengen_US
dc.publisher.facultyArtsen_US
dc.publisher.institutionUniversity of Calgaryen
dc.rightsUniversity of Calgary graduate students retain copyright ownership and moral rights for their thesis. You may use this material in any way that is permitted by the Copyright Act or through licensing that has been assigned to the document. For uses that are not allowable under copyright legislation or licensing, you are required to seek permission.en_US
dc.subjectundergraduate studentsen_US
dc.subjectpost-secondaryen_US
dc.subjectstressen_US
dc.subjectcopingen_US
dc.subjectadverse childhood experiencesen_US
dc.subjectemotion regulationen_US
dc.subjectdepressionen_US
dc.subjectanxietyen_US
dc.subjectlife satisfactionen_US
dc.subjectstructural equation modelingen_US
dc.subject.classificationPsychology--Clinicalen_US
dc.titleCoping with Distal and Proximal Stressors: A Transactional Model of Stress Among First-Year Undergraduate Studentsen_US
dc.typedoctoral thesisen_US
thesis.degree.disciplinePsychology – Clinicalen_US
thesis.degree.grantorUniversity of Calgaryen_US
thesis.degree.nameDoctor of Philosophy (PhD)en_US
ucalgary.item.requestcopytrueen_US
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