| Title | Author | Year | Add to Folder |
| Meditation practice, dispositional mindfulness, personality and program outcomes in mindfulness training for medical students.
| Bailey, N.
Opie, J. L.
Hassed, C. S.
Chambers, R. | 2019 |
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Title: Meditation practice, dispositional mindfulness, personality and program outcomes in mindfulness training for medical students.
Author(s): Bailey, N. | Opie, J. L. | Hassed, C. S. | Chambers, R. |
Journal Details: Focus on Health Professional Education v.20 n.1 p.50-68
Published: 2019
ISSN: 1442-1100
Abstract: Medical students experience high levels of psychological distress and are at risk for depression, burnout and suicidal ideation. To address these issues, the mindfulness-based Health Enhancement Program (HEP) forms part of the MBBS (Bachelor of Medicine) at Monash University. This pilot study investigated the relationship between amount of mindfulness practice and measures of mental health, study engagement and dispositional mindfulness. We also sought to understand how "Big Five" personality traits predicted engagement with the intervention. From an eligible cohort of 322 MBBS students, 37 (24 females, 13 males; aged 17 to 20) provided pre- and post-intervention responses. Participants completed the International Personality Item Pool (IPIP-100) pre-intervention and the Freiburg Mindfulness Inventory (FMI), Depression and Anxiety Scale Stress Scale (DASS- 21) and the student version of the Utrecht Work Engagement Scale (UWES-S) pre- and post-intervention. Results indicated that both dispositional mindfulness and study engagement increased from pre- to post-intervention. Results also indicated no increase in depression, anxiety and stress from mid-semester to exam periods. Amount of mindfulness meditation was positively related to agreeableness. These results suggest that individuals who score higher in agreeableness may engage most with mindfulness programs, which may be protective for mental health. However, the conclusions of the study are limited by a small sample size and lack of control group. [Author abstract]
URL (conditional access) : http://cunningham.acer.edu.au/inted/fulltext_available_shortly.htm
Record No: 224510 From EdResearch online
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| 'My study is the purpose of continuing my life' : The experience of accessing university for people seeking asylum in Australia.
| Hartley, Lisa
Baker, Sally
Fleay, Caroline
Burke, Rachel | 2019 |
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Title: 'My study is the purpose of continuing my life' : The experience of accessing university for people seeking asylum in Australia.
Author(s): Hartley, Lisa | Baker, Sally | Fleay, Caroline | Burke, Rachel |
Journal Details: Australian Universities' Review v.61 n.2 p.4-13
Published: 2019
ISSN: 0818-8068
Abstract: People seeking asylum in Australia face complex and significant barriers accessing higher education. Due to the temporary nature of their visa, their only pathway to university is being granted admission as an international student, which is financially prohibitive. This paper focuses on the lived experience of people seeking asylum with regard to accessing higher education, and identifies six major themes: the importance of accessing studies; the stress of struggling to meet living expenses while studying; mental health issues; support for people with disabilities, health challenges, and family responsibilities; the importance of language support and navigational brokers; and the role of higher education in the settlement of people seeking asylum. The research indicates that more university and community support is needed to foster access and participation, but the priority should be on addressing the Australian Federal Government policies that underpin the most significant barriers facing people seeking asylum in accessing higher education. This recommendation is most pressing in light of the re-election of the Coalition Government in May 2019, which has committed to continue these restrictive policies. [Author abstract]
URL (open access) : http://www.nteu.org.au/library/download/id/9831
URL (conditional access) : http://cunningham.acer.edu.au/inted/fulltext_available_shortly.htm
Record No: 224426 From EdResearch online
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| Worrying trend.
| Thomson, Sue
Smith, Loren | 2019 |
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Title: Worrying trend.
Author(s): Thomson, Sue | Smith, Loren |
Journal Details: Education Review n.1 p.16-17
Published: February 2019
ISSN: 1834-7967
Abstract: Australian students are among the most test-anxious in the world, explains Australian Council for Educational Research (ACER) deputy CEO of research Dr Sue Thomson. After analysing results from three PISA trances - 2003, 2012 and 2015, the ACER report 'PISA Australia in Focus, Number 4: Anxiety', concluded that 'the average schoolwork-related anxiety scores for all [Australian] jurisdictions were significantly higher than those of students across OECD countries on average. [Author abstract]
URL (conditional access) : http://library.acer.edu.au/document/?document_id=222197
Record No: 222197 From EdResearch online
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| Building school capacity to support students from Australian Defence Force families during parental deployment.
| Macdonald, Gail
Boon, Helen | 2018 |
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Title: Building school capacity to support students from Australian Defence Force families during parental deployment.
Author(s): Macdonald, Gail | Boon, Helen |
Journal Details: Australian Journal of Education v.62 n.1 p.5-20
Published: April 2018
ISSN: 0004-9441
Abstract: Students who have parents deployed to a war zone are more vulnerable to an increased level of stress and anxiety, health problems, behavioural disorders and academic under- achievement. Yet, little is known about the processes employed by schools to support these students. This study investigated the deployment support work conducted by Defence School Transition Aides who are employed in some Australian schools to support students from Australian Defence Force families to manage the transitions associated with school mobility and parental absence for service reasons. Fifteen parents, 17 teachers and 15 Defence School Transition Aides were asked, in semi-structured interviews, to describe students' responses to parental deployment, how their schools supported students and what specific processes were employed by Defence School Transition Aides to assist students' coping during parental deployment. Findings from qualitative analyses, suggest that Defence School Transition Aides assist school communities to build their schools' capacity to support students with deployed parents by raising the school communities' awareness of these students' specific needs. [Author abstract]
URL (conditional access) : http://library.acer.edu.au/document/?document_id=220087
Record No: 220087 From EdResearch online
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| 'Just What the Doctor Ordered' : Promoting Wellbeing with Medical Students.
| Sloan, Hannah
Clayman, Danielle | 2018 |
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Title: 'Just What the Doctor Ordered' : Promoting Wellbeing with Medical Students.
Author(s): Sloan, Hannah | Clayman, Danielle |
Journal Details: JANZSSA v.26 n.1 p.51-59
Published: April 2018
ISSN: 2207-8460
Abstract: The tertiary student experience is not the same for all. Some students navigate the challenges of student life and flourish amidst stresses, whilst others experience considerable distress and disengage (Stallman, 2010; Larcombe et al., 2015). Much research has sought to identify what factors contribute to students' thriving at university and what constitutes a successful student. Medical students have long been thought of as 'successful' students with high academic attainments and abilities, however recent research suggests medical students experience higher rates of mental health distress and suicidal ideation compared to the broader student population (Rotenstein et al., 2016). In recognition of the challenges faced by medical students, in 2017 the Melbourne Medical School (MMS) developed a new proactive approach to student wellbeing through adopting a 'Health Promoting University' strategic model (Okanagan Charter, 2015). The overarching strategic model entails a stage-based process of program endorsement, implementation and evaluation; of which the MMS is currently half way through (Stage 4). The framework has facilitated the development of proactive individual interventions and group based programs, all designed in close consultation with medical students, and seeking to broaden the scope of what constitutes a successful medical student. This innovative approach to medical student health and wellbeing demonstrates a school-wide, prevention-based approach to promoting student wellbeing. The authors detail the design, beginning stages of delivery, and future plans and aspirations for this evidence-based model of student wellbeing. [Author abstract]
URL (open access) : https://janzssa.scholasticahq.com/article/3295-just-what-the-doctor-ordered-promoting-wellbeing-with-medical-students
URL (conditional access) : http://library.acer.edu.au/document/?document_id=222032
Record No: 222032 From EdResearch online
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| 'Why isn't this as fun as year 7?' Managing stress and senior history.
| Morgan, Elizabeth | 2018 |
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Title: 'Why isn't this as fun as year 7?' Managing stress and senior history.
Author(s): Morgan, Elizabeth |
Journal Details: Agora v.53 n.2 p.44-52
Published: June 2018
ISSN: 0044-6726
Abstract: How to help students (and teachers) survive the stress and maintain their enthusiasm during the challenging and rewarding senior years. [Author abstract]
URL (conditional access) : http://library.acer.edu.au/document/?document_id=220521
Record No: 220521 From EdResearch online
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| Academic Achievement Among Recently Arrived Chinese Adolescent Migrants : The Role of Social Support, School Belonging, and Acculturative Stress.
| Ho, Ngai Kwan Nicole
Schweitzer, Robert D.
Khawaja, Nigar G. | 2017 |
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Title: Academic Achievement Among Recently Arrived Chinese Adolescent Migrants : The Role of Social Support, School Belonging, and Acculturative Stress.
Author(s): Ho, Ngai Kwan Nicole | Schweitzer, Robert D. | Khawaja, Nigar G. |
Journal Details: Journal of Psychologists and Counsellors in Schools v.27 n.1 p.24-36
Published: June 2017
ISSN: 2055-6365
Abstract: Factors contributing to academic achievement among recently arrived Chinese adolescents in Australia remain relatively underexplored. Previous studies focused on Asian migrants, including Chinese, but did not distinguish Chinese from other Asian migrants. The current study specifically looks at Chinese migrants who have recently arrived, as opposed to Asian migrants. This study aims to explore the role of social support, school belonging, and acculturative stress on academic achievement of recently arrived Chinese adolescents (n = 55). Questionnaires were administered to this sample. The results indicated that school belonging, interestingly, was negatively associated with academic achievement. Perceived social support and acculturative stress were not significantly associated with academic achievement. The findings provide insights into risk and protective factors influencing academic achievement of Chinese migrants. Implications of the findings are discussed. [Author abstract]
URL (conditional access) : https://www.cambridge.org/core/article/academic-achievement-among-recently-arrived-chinese-adolescent-migrants-the-role-of-social-support-school-belonging-and-acculturative-stress/38838735BC4C6A7A10BB40BC93405231
http://dx.doi.org/10.1017/jgc.2016.4
Record No: 215401 From EdResearch online
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| Becoming Researchers : Making Academic Kin in the Chthulucene.
| Verlie, Blanche
Emery, Sherridan
Osborn, Maia
Beasy, Kim
Coleman, Bianca
Kezabu, Kevin
Nicholls, Jennifer | 2017 |
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Title: Becoming Researchers : Making Academic Kin in the Chthulucene.
Author(s): Verlie, Blanche | Emery, Sherridan | Osborn, Maia | Beasy, Kim | Coleman, Bianca | Kezabu, Kevin | Nicholls, Jennifer |
Journal Details: Australian Journal of Environmental Education v.33 n.3 p.145-159
Published: 2017
ISSN: 0814-0626
Abstract: Graduate students are often plagued by stress and anxiety in their journeys of becoming researchers. Concerned by the prevalence of poor graduate student wellbeing in Australia, we share our experiences of kin-making and collaboration within #aaeeer (Australasian Association for Environmental Education Emerging Researchers), a collective of graduate students and early career researchers formed in response to the Australian Association for Environmental Education (AAEE) conference in Hobart, Tasmania, in 2014. In this article, we begin to address the shortage of research into graduate student wellbeing, led by graduate students. Inspired by Donna Haraway's work on making kin in the Chthulucene, we present an exploration that draws together stories from the authors about the positive experiences our kin-making collective enables, and how it has supported our wellbeing and allowed us to work collaboratively. Specifically, we find that #aaeeer offers us a form of refuge from academic stressors, creating spaces for 'composting together' through processes of 'decomposing' and 'recomposing'. Our rejection of neoliberal norms has gifted us experiences of joyful collective pleasures. We share our experiences here in the hope of supporting and inspiring other emerging and established researchers to 'make kin' and challenge the potentially isolating processes of becoming researchers. [Author abstract]
URL (conditional access) : https://www.cambridge.org/core/article/becoming-researchers-making-academic-kin-in-the-chthulucene/EE2EAE4B8DDC2109773FF37B4F52FF90
Record No: 220258 From EdResearch online
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| Coping strategies and the development of psychological resilience.
| Booth, Jessie W.
Neill, James T. | 2017 |
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Title: Coping strategies and the development of psychological resilience.
Author(s): Booth, Jessie W. | Neill, James T. |
Journal Details: Journal of Outdoor and Environmental Education v.20 n.1 p.47-54
Published: 2017
ISSN: 2206-3301
Abstract: This paper describes psychological theory about stress, coping, and psychological resilience, and considers how coping strategies can help develop resilience in the context of outdoor education. Outdoor education programs often aim to develop psychological resilience through structured challenging and reflective experiences. Use of coping strategies such as positive reinterpretation appears to be resilience enhancing, whereas passive acceptance and focusing on negative emotion are resilience undermining. Further research is needed to better integrate psychoeducational curricula about stress and coping into challenge-based outdoor education programs which aim to foster psychological resilience. [ABSTRACT FROM AUTHOR] [Author abstract]
URL (conditional access) : http://library.acer.edu.au/document/?document_id=216429
Record No: 216429 From EdResearch online
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| Using Mindfulness Techniques to Improve Student Wellbeing and Academic Performance for University Students : A Pilot Study.
| Goretzki, Monika
Zysk, Ania | 2017 |
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Title: Using Mindfulness Techniques to Improve Student Wellbeing and Academic Performance for University Students : A Pilot Study.
Author(s): Goretzki, Monika | Zysk, Ania |
Journal Details: JANZSSA v.49 n.1
Published: 2017
ISSN: 1320-2480
Abstract: This paper examines the effectiveness of a three week mindfulness group program as a tool for improving academic performance, managing study stress and improving overall well-being. A mindfulness based approach was chosen due to its effectiveness in reducing stress as well as improving psychological wellbeing and working memory in various groups of university students. Evaluations from students over a three year period have consistently reported improved life and study skills across a number of areas, including capacity to manage stress and to stay more present. They also reported increased focus and improved sleep. The outcomes demonstrate an effective and innovative way to support student learning and wellbeing as well as providing students with a non-threatening way to engage with the counselling service. [Author abstract]
URL (open access) : https://janzssa.scholasticahq.com/article/1336-using-mindfulness-techniques-to-improve-student-wellbeing-and-academic-performance-for-university-students-a-pilot-study
URL (conditional access) : http://library.acer.edu.au/document/?document_id=222022
Record No: 222022 From EdResearch online
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| The efficacy of a stress management group program with tertiary students.
| Martinovich, Theresa | 2015 |
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Title: The efficacy of a stress management group program with tertiary students.
Author(s): Martinovich, Theresa |
Journal Details: JANZSSA n.45 p.67-78
Published: April 2015
ISSN: 1320-2480
Abstract: Tertiary students' stress levels can disrupt their academic progress and may place some at risk of developing a mental illness. Group programs can assist them to engage in preferred self-management of symptoms and better health. A mixed methods study investigated the effectiveness of a five week mindbody stress management group program with tertiary students. Participants were recruited by means of advertisements placed on noticeboards around the University of Auckland. For this project, students were invited from any study level or department as this diversity was a gap in previous stress and coping research. The author had previously found that having students with different developmental stages of study and life stages within each group can be helpful when more senior or 'seasoned' students share their experiences and wisdom with newer students within the group. The focus was on alleviating the impact of stress on participants' health and wellbeing. The program was informed by research indicating that increased coping and resilience strengthens the ability to choose stress reduction activities that do not exacerbate self-harm by promoting alternative methods that can improve overall health. Findings indicated that although historical and current stressors may have different origins, distress is reduced by engaging in mind-body techniques in a group program. Participants' preferred ways of managing stress included the regular incorporation into daily life of diaphragmatic breathing and exercise. Together with lessening stress and anxiety, levels of depression were also effectively lowered for the majority of participants, highlighting the correlation between these markers of deteriorating health. There were striking improvements in coping levels, evidenced in particular by a substantial reduction in self-reported suicidal ideation and aggression. [Author abstract, ed]
URL (open access) : http://static1.1.sqspcdn.com/static/f/1209240/26368757/1436139260183/JANZSS
http://static1.1.sqspcdn.com/static/f/1209240/26368757/1436139260183/JANZSSA+Issue+45+April+2015_Final_31032015.pdf
URL (conditional access) : http://library.acer.edu.au/document/?document_id=207731
Record No: 207731 From EdResearch online
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| Investigating first year education students' stress level.
| Geng, Gretchen
Midford, Richard | 2015 |
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Title: Investigating first year education students' stress level.
Author(s): Geng, Gretchen | Midford, Richard |
Journal Details: Australian Journal of Teacher Education v.40 n.6 p.1-12
Published: 2015
ISSN: 0313-5373 | 1835-517X
Abstract: This article investigated the stress levels of first-year education students who undertake teaching practicum and theory units during their first year of a teacher education program at an Australian university. First, 139 first-year and 143 other years' education students completed the PSS-10 scale, which measures perceived level of stress. Then, 147 first-year education students completed an online questionnaire to identify the particular stressors in their learning experience. The first-year education students had significantly higher stress levels than other years' education students. Contributing stressors included academic work commitment; completing placement and related performance assessments in schools and at university; having a good understanding of the requirements of professional teaching, such as classroom management, and working with mentor teachers; and conflicting work and family commitments. These findings provide greater understanding about the stressors experienced by first-year education students and usefully inform ways to help this group achieve their study and career goals. [Author abstract, ed]
URL (open access) : http://ro.ecu.edu.au/cgi/viewcontent.cgi?article=2568&context=ajte
URL (conditional access) : http://library.acer.edu.au/document/?document_id=207453
Record No: 207453 From EdResearch online
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| Comparing satisfaction, life-stress, coping and academic performance of counselling students in on-campus and distance education learning environment.
| Furlonger, Brett
Gencic, Emilia | 2014 |
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Title: Comparing satisfaction, life-stress, coping and academic performance of counselling students in on-campus and distance education learning environment.
Author(s): Furlonger, Brett | Gencic, Emilia |
Journal Details: Australian Journal of Guidance and Counselling v.24 n.1 p.76-89
Published: June 2014
ISSN: 1037-2911
Abstract: Distance education students are confronted with a range of additional challenges as part of their tertiary study experience. A quantitative approach was used to identify the challenges they face, their relative levels of satisfaction, coping strategies, and academic performance. Two hundred and ninety-five students (64 male and 231 female) undertaking a Master in Counselling course participated by completing a survey that included measures of satisfaction, stress, coping, and academic performance. All were enrolled in an Australian university and studied either on campus or in one of two distance education (DE) modes, off-campus and offshore. While there were some differences in satisfaction expressed between DE and on-campus students, there were no significant differences between the groups on measures of stress or academic performance. The differences between the three groups' use of coping strategies was less clear. Possible explanations for the differences between the groups are discussed. [Author abstract, ed]
URL (conditional access) : http://dx.doi.org/10.1017/jgc.2014.2
Record No: 203143 From EdResearch online
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| Law students' motivations, expectations and levels of psychological distress : evidence of connections.
| Larcombe, Wendy
Malkin, Ian
Nicholson, Pip | 2012 |
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Title: Law students' motivations, expectations and levels of psychological distress : evidence of connections.
Author(s): Larcombe, Wendy | Malkin, Ian | Nicholson, Pip |
Journal Details: Legal Education Review v.22 n.1&2 p.71-98
Published: 2012
ISSN: 1033-2839
Abstract: Previous research has suggested that the experience of studying law reorients students toward external, extrinsic motivations and objectives, and that this orientation contributes to the high rates of psychological distress among law students. This article offers support for that thesis as well as further insight into the associations between law students' motivations, academic expectations and levels of psychological distress. Findings from two empirical studies of students' motivations and expectations are compared in order to identify changes that may be a result of the experience of studying law. The first study investigated the motivations and expectations of commencing students in an Bachelor of Laws (LLB) and a Juris Doctor (JD) program. The second study investigated the motivations and expectations of LLB and JD students at a point in the degree when most students would have completed at least five law subjects. The second study also assessed students' levels of psychological distress. Although not a longitudinal study, the data point to possible differences between the motivations and expectations of commencing law students and students later in their degree. Specifically, experienced students were more likely to cite non-intrinsic reasons for studying law and also more likely to expect their results to be in the top one-third of their cohort. Further research into these factors is suggested to test whether they are contributing to law students' psychological distress. [Publisher abstract, ed]
URL (open access) : https://ler.scholasticahq.com/article/6256-law-students-motivations-expectations-and-levels-of-psychological-distress-evidence-of-connections
URL (conditional access) : http://library.acer.edu.au/document/?document_id=202211
Record No: 202211 From EdResearch online
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| A qualitative evaluation of perceptions of the role of competition in the success and distress of law students.
| Stallman, Helen | 2012 |
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Title: A qualitative evaluation of perceptions of the role of competition in the success and distress of law students.
Author(s): Stallman, Helen |
Journal Details: Higher Education Research & Development v.31 n.6 p.891-904
Published: December 2012
ISSN: 0729-4360
Abstract: This qualitative study investigated the role of competition in the success and distress of law students. Participants from an Australian law faculty in Brisbane, Australia attended one of four focus groups (undergraduate, postgraduate, academic staff and administrative staff). They discussed their perceptions of competition, the competitive behaviours in law students, the purpose of competitive behaviour and its psychological and learning consequences and the contributing and discouraging factors of competition in law students. Competition was perceived by staff and students to be widespread and included antisocial and manipulative behaviours. The goal of competition was seen to be the best and obtain the best job upon graduation. Competition had a significant impact on the well-being of students, and implications for the structure of law programs are discussed. [Author abstract, ed]
URL (conditional access) : http://dx.doi.org/10.1080/07294360.2012.655241
Record No: 195467 From EdResearch online
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| Stressors experienced by third-year medical radiation sciences students during their clinical education.
| Acharya, V. M.
Cox, J.
West, M.
Anderson, C. | 2012 |
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Title: Stressors experienced by third-year medical radiation sciences students during their clinical education.
Author(s): Acharya, V. M. | Cox, J. | West, M. | Anderson, C. |
Journal Details: Focus on Health Professional Education v.14 n.1 p.41-53
Published: October 2012
ISSN: 1442-1100
Abstract: This study aimed to investigate the stressors experienced by Australian medical radiation sciences (MRS) students during their clinical education. Clinical education enables students to develop competent clinical skills in a workplace setting. The clinical environment's focus is primarily patient care rather than student learning needs, and literature in cognate disciplines such as nursing demonstrates that this environment can be stressful. The limited amount of local research and the potential for different stressors occurring in different countries supports further research within the Australian clinical environment. The study was approved by the University of Sydney Ethics committee. Data was collected via a piloted questionnaire. The questionnaire comprised demographics, closed-ended questions measured on a Likert scale and two open-ended questions. Eighty-five undergraduate third-year male and female MRS students from the University of Sydney were recruited. Lack of support from clinical staff was identified as the major stressor in both the quantitative (Likert) and qualitative data, with the next three stressors being managing difficult patients, assessment and workload. Non-parametric point biserial correlations of language spoken at home, gender, number of distance clinical placements undertaken and hours of part-time work with 11 of the Likert items revealed non-significant results. This study of stressors in the MRS clinical environment produced results that were similar to those for cognate disciplines. All non-parametric correlation tests between stressors and the cohort resulted in weak and statistically insignificant results. Implementations based on these findings, with a strong emphasis on improving the relationship with clinical staff, could enhance the quality of clinical education. [Author abstract
URL (conditional access) : http://library.acer.edu.au/document/?document_id=195065
Record No: 195065 From EdResearch online
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| Student-life stress in education and health service majors.
| Zascavage, Victoria
Winterman, Kathleen G.
Buot, Max
Wies, Jennifer R.
Lyzinski, Natalie | 2012 |
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Title: Student-life stress in education and health service majors.
Author(s): Zascavage, Victoria | Winterman, Kathleen G. | Buot, Max | Wies, Jennifer R. | Lyzinski, Natalie |
Journal Details: Higher Education Research & Development v.31 n.4 p.599-610
Published: August 2012
ISSN: 0729-4360
Abstract: In order to better understand the effects of student-life stress on education and health service majors at a private, religious, Midwestern university in the United States, this study assessed student perception of overall stress level and physical stress level using the Student-life Stress Inventory. The targeted sample consisted of students with declared majors that lead to careers involving interaction with vulnerable populations (such as children, individuals with disabilities, patients). Women in this study experienced a significantly higher overall stress level than their male counterparts. When the physical stress reaction scores were isolated, women still experienced significantly higher stress levels. Regardless of gender, seniors and graduate students had an overall stress difference that was 11 points below that of freshman students in overall stress scores. There was a significant difference in the overall stress score between students who took 18 or more credit hours and those who took less. Students who worked more than four hours per week had a significantly higher overall stress level. Students in the age category over 23 had significantly less physical stress. There was a significant difference between students who prayed at least daily and students who never pray. This study provides a valuable insight into the characteristics of individuals more likely to have difficulties adjusting to the demands of college life and the inherent stress of a profession in education or health service. [Author abstract, ed]
URL (conditional access) : http://dx.doi.org/10.1080/07294360.2011.653957
Record No: 193602 From EdResearch online
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| Exploring the wellbeing of students studying at an Australian university.
| Andrews, Annie
Chong, Joyce L. Y. | 2011 |
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Title: Exploring the wellbeing of students studying at an Australian university.
Author(s): Andrews, Annie | Chong, Joyce L. Y. |
Journal Details: JANZSSA n.37 p.9-38
Published: April 2011
ISSN: 1320-2480
Abstract: Understanding the factors impacting on the mental health and wellbeing of university students of diverse cultural, language and life style backgrounds is relevant for the provision of educational, psychological and health services within the post secondary education sector. Mental health is one of the leading contributors to the burden of disease in Australia with anxiety and depression significant in presentations. The wellbeing and mental health of university students is a cause for concern in the provision of student affairs and services in universities and colleges. Student wellbeing and mental health has considerable impact on academic performance and the 'at risk' management for both student and the university community. The present study examined the prevalence of mental health problems and general wellbeing amongst undergraduate and graduate students enrolled at one Australian university and explored academic stress and the likely impact on student mental health and wellbeing. The article specifically reports the results of measures included in a Student Wellbeing Survey conducted in 2009 at a research and teaching university in Sydney. The survey respondents completed measures of general distress (Kessler Psychological Distress Scale), mental health (Depression, Anxiety, Stress Scales), under conditions of low versus high stress (varied by proximity to examinations). The findings revealed that students' level of psychological distress at the start of semester was higher than expected and that with increasing academic stress, students exhibited increased levels of psychological distress, anxiety, stress, and depression. Implications for service provision are discussed. [Author abstract, ed]
URL (conditional access) : http://library.acer.edu.au/document/?document_id=187357
Record No: 187357 From EdResearch online
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| Understanding the coping strategies of international students : a qualitative approach.
| Khawaja, Nigar G.
Stallman, Helen M. | 2011 |
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Title: Understanding the coping strategies of international students : a qualitative approach.
Author(s): Khawaja, Nigar G. | Stallman, Helen M. |
Journal Details: Australian Journal of Guidance and Counselling v.21 n.2 p.203-224
Published: December 2011
ISSN: 1037-2911
Abstract: International students encounter a range of additional challenges as a part of their tertiary study experience. A qualitative approach was used to understand the challenges faced by international students, coping strategies that promoted their personal resilience and advice they have for future international students. Twenty-two international students from an Australian university participated in four focus groups. The challenges identified by students included adjustment, social isolation, English language skills, academic difficulties, unmet expectations, employment, culture shock and psychological distress. Participants shared their own personal experiences and strategies used by them to cope and identified strategies that future students could use prior to leaving their home country and whilst in Australia to improve their adjustment. Uses of international student stories in prevention interventions are discussed. [Author abstract]
URL (conditional access) : http://dx.doi.org/10.1375/ajgc.21.2.203
Record No: 193582 From EdResearch online
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| Addressing the high levels of psychological distress in law students through intentional assessment and feedback design in the first year law curriculum.
| Field, Rachael
Kift, Sally | 2010 |
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Title: Addressing the high levels of psychological distress in law students through intentional assessment and feedback design in the first year law curriculum.
Author(s): Field, Rachael | Kift, Sally |
Journal Details: International Journal of the First Year in Higher Education v.1 n.1 p.65-76
Published: 2010
ISSN: 1838-2959
Abstract: A study of the Brain and Mind Research Institute released in 2009 established that more than one third of Australian law students suffer from psychological distress. The psychological health of law students is therefore a critical issue for Australian legal education, and strategic change is necessary to address the stressful nature of studying law. This article argues that intentional first year curriculum design has a critical role to play in addressing and preventing psychological distress in law students. In particular, the authors argue that assessment and feedback practice in the first year can be harnessed to assist students to successfully transition to studying law at university by supporting their development as independent and self-managing learners, and assisting their acquisition of the necessary tertiary literacies. First, the authors consider the problem of psychological distress in law students. Second, they explore a range of theoretical and practical strategies to assist the implementation of good assessment and feedback practice in the first year of legal education. The article concludes that intentional assessment and feedback design in the first year of law is critical to alleviating psychological distress levels in law students. [Author abstract]
URL (open access) : https://fyhejournal.com/article/view/20/49
URL (conditional access) : https://doi.org/10.5204/intjfyhe.v1i1.20
Record No: 195139 From EdResearch online
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| The relationship between reported workload, stress and employment levels in first-year engineering students.
| Lindsay, E. D.
Rogers, H. | 2010 |
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Title: The relationship between reported workload, stress and employment levels in first-year engineering students.
Author(s): Lindsay, E. D. | Rogers, H. |
Journal Details: Australasian Journal of Engineering Education v.16 n.2 p.167-179
Published: 2010
ISSN: 1324-5821
Abstract: Engineering degree programs are notorious for placing considerable demands upon their students. Balancing study and work is a challenge faced by an increasing number of undergraduate students, and this balancing act can be stressful. This paper presents data gathered from first year engineering students regarding their perceptions of their levels of stress and workload throughout a semester of study. Stress is investigated both as an absolute measure, and also as a measure relative to the students' perception of 'normal'. These data show that there is considerable variation in the perceptions of the cohort. There is a proportion of the cohort that are always highly stressed; similarly there is a proportion that never find themselves stressed at all. More importantly, the data shows that while stress and workload are linked, they are not equivalent. Relative stress does not always match absolute stress - there are students who are very stressed, but for whom this is normal; similarly there are students who are only slightly stressed, but for whom this is an increase on their usual non-stressed state. Students' reported levels of workload were more variable than the measures of stress, suggesting that the relationship between stress and workload is more complex than simply 'more work equals more stress'. Their self-reported levels of workload and stress are compared to each other and to the number of hours reported for study and paid employment. This comparison shows that while in general workload and stress are indeed linked, there is a substantial proportion of the cohort for whom these factors appear to be independent. In particular the link between absolute stress and workload appears weaker, suggesting that the issue may not be the actual level of stress, but rather the students' perceptions of what constitutes a 'normal' workload at a university level. [Author abstract, ed]
URL (archived) : http://pandora.nla.gov.au/pan/10589/20110125-0253/www.engineersmedia.com.au/journals/aaee/pdf/AJEE_16_2_Lindsay.pdf
URL (conditional access) : http://dx.doi.org/10.1080/22054952.2010.11464044
Record No: 190146 From EdResearch online
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| Preparing for Year 12 examinations : predictors of psychological distress and sleep.
| Robinson, Julie Ann
Alexander, Dylan James
Gradisar, Michael Shane | 2009 |
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Title: Preparing for Year 12 examinations : predictors of psychological distress and sleep.
Author(s): Robinson, Julie Ann | Alexander, Dylan James | Gradisar, Michael Shane |
Journal Details: Australian Journal of Psychology v.61 n.2 p.59-68
Published: July 2009
ISSN: 0004-9530
Abstract: This study examined the influence of protective factors on psychological distress and sleep among Year 12 students 1 month prior to their externally assessed examinations for the South Australian Certificate of Education. The sample included 195 Year 12 students who were to sit for at least one examination. Students completed the Adolescent Resilience Questionnaire, a measure of subjective stress, the Depression Anxiety and Stress Scales - 21, and measures of sleep. A sizeable minority of students reported high levels of subjective stress, severe symptoms of depression, anxiety and stress, and very inadequate sleep. Freedom from negative cognitions was the factor most strongly associated with protection from psychological distress. None of the factors protected against inadequate sleep. Results showed few gender differences. The findings validate popular concern about the wellbeing of Year 12 students. They also confirm that protective factors do not provide equal protection for all individuals against all adverse outcomes. [Author abstract, ed]
URL (conditional access) : http://dx.doi.org/10.1080/00049530701867821
Record No: 178567 From EdResearch online
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| Validation of an Australian academic stress questionnaire.
| Lakeav, N. | 2009 |
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Title: Validation of an Australian academic stress questionnaire.
Author(s): Lakeav, N. |
Journal Details: Australian Journal of Guidance and Counselling v.19 n.1 p.56-70
Published: July 2009
ISSN: 1037-2911
Abstract: This study establishes the Lakaev Academic Stress Response Scale as a valid and reliable measure of stress responses. This new instrument measures students' affective, behavioural, physiological and cognitive responses to stress during their attempts to maintain homeostasis. The sample consisted of 375 Bond University students from several countries (142 Australia, 5 New Zealand, 68 United States, 8 Canada, 65 Asian, 66 Europe and 21 other) and from various levels of tertiary education (266 undergraduate and 109 postgraduate). Participants completed six self-report instruments that related to acculturative stress, somatic stress symptoms, academic stress, stress responses, extraversion and general stress, to be used as comparison measure to the LASRS in order to determine convergent and divergent validity. They also completed a demographic questionnaire to enable comparison of domestic and international students. The LASRS was shown to have sound psychometric properties and was suggested to be a sound way of measuring academic stress responses, particularly for Australian students. The results are discussed in terms of past tertiary academic stress research and suggestions for future investigations. [Author abstract, ed]
URL (conditional access) : http://library.acer.edu.au/document/?document_id=176920
http://dx.doi.org/10.1375/ajgc.19.1.56
Record No: 176920 From EdResearch online
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| A comparison of international and domestic tertiary students in Australia.
| Khawaja, Nigar G.
Dempsey, J. | 2008 |
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Title: A comparison of international and domestic tertiary students in Australia.
Author(s): Khawaja, Nigar G. | Dempsey, J. |
Journal Details: Australian Journal of Guidance and Counselling v.18 n.1 p.30-46
Published: July 2008
ISSN: 1037-2911
Abstract: In this study international and domestic students were compared on variables such as accommodation and financial satisfaction, social support, mismatched expectations, academic stress, dysfunctional coping, and psychological distress. International and domestic students (N = 86 for each group), enrolled at a large Australian university based in a capital city, completed a battery of questionnaires. Results demonstrate that in comparison to domestic students, international students had less social support, used more dysfunctional coping strategies and had greater incongruence between their expectations and experiences of university life. The results endorse the significance of providing high quality supportive and orientation programs to international students, to enhance their social support and coping strategies, which, as demonstrated, are lacking. [Author abstract]
URL (conditional access) : http://library.acer.edu.au/document/?document_id=169204
http://dx.doi.org/10.1375/ajgc.18.1.30
Record No: 169204 From EdResearch online
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| Helping students with HSC stress and distress.
| O'Brien, T.
Wright, K. | 2007 |
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Title: Helping students with HSC stress and distress.
Author(s): O'Brien, T. | Wright, K. |
Journal Details: Australian Educational Leader v.29 n.2 p.32-35
Published: 2007
ISSN: 1832-8245
Abstract: The Higher School Certificate (HSC) and similar tertiary entrance examinations are a source of real stress for students in a society that places a premium on academic achievement and competition. How can a high school implement strategies that in accumulation might alleviate this academic pressures and create a healthier school culture for its adolescent learners? Georges River College in New South Wales found that the pressure for high achievement had become a major risk factor for the mental and physical health, academic integrity and school engagement of its Year 12 students. Surveys revealed the presence and causes of stress and anxiety in students particularly in relation to the HSC. The school undertook measures to alleviate student stress, including: a review of assessment procedures/schedules; the implementation of stress reduction and time management workshops for students; parent education evenings; increased staff awareness; lunchtime, before- and after-school fitness classes; increased access to the fitness centre; and extended library hours. [Author abstract, ed]
URL (conditional access) : http://library.acer.edu.au/document/?document_id=162760
Record No: 162760 From EdResearch online
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| Changes in student motivation over the final year of high school.
| Smith, L. | 2004 |
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Title: Changes in student motivation over the final year of high school.
Author(s): Smith, L. |
Journal Details: Journal of Educational Enquiry v.5 n.2 p.64-85
Published: December 2004
ISSN: 1444-5530
Abstract: The final year of high school in New South Wales (Australia) is characterised by a high stakes, performance-oriented learning environment. This article is a report of the results of an investigation into the changes over time that may occur in the achievement motivation of final-year school students. Two sets of analyses of repeated measures are reported. The results indicate that declines occur in students' attributes of productive achievement motivation, such as performance-approach learning goal orientation and academic self-efficacy, with concomitant increases in non-productive attributes such as self-handicapping strategies, anxiety and depression. These findings are discussed in the light of a model of achievement motivation and Bandura's self-efficacy theory. [Author abstract, ed]
URL (open access) : http://www.ojs.unisa.edu.au/index.php/EDEQ/article/view/510/379
URL (archived) : http://nla.gov.au/nla.arc-14288
Record No: 141567 From EdResearch online
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| Taiwanese students' perspectives on their educational experiences in the United States.
| Yen, W-J.
Stevens, P. | 2004 |
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Title: Taiwanese students' perspectives on their educational experiences in the United States.
Author(s): Yen, W-J. | Stevens, P. |
Journal Details: International Education Journal v.5 n.3 p.294-307
Published: September 2004
ISSN: 1443-1475
Abstract: The United States welcomes a great many international students each year. Asian students make up the fastest growing segment of this international student body. Asian students have to deal with bicultural conflicts on many fronts in order to achieve a balance between participating in a new cultural environment and maintaining their own cultural identity. At the same time, they are likely to experience a great deal of homesickness. In this study, the investigators explored these issues with five Taiwanese students during their first academic year at a Midwestern university, hoping to gain insights about this uniquely situated group of Asian international students. In-depth interviews were conducted. An exploration of the pre-entry and early integration phases of study abroad was the focus of analysis. Thematic categories were identified. [Author abstract]
URL (open access) : http://ehlt.flinders.edu.au/education/iej/articles/v5n3/yen/paper.pdf
Record No: 138461 From EdResearch online
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| Individualism–collectivism, coping styles, and stress in international and Anglo-Australian students : a comparative study.
| Bailey, F. J.
Dua, J. | 1999 |
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Title: Individualism–collectivism, coping styles, and stress in international and Anglo-Australian students : a comparative study.
Author(s): Bailey, F. J. | Dua, J. |
Journal Details: Australian Psychologist v.34 n.3 p.177-182
Published: November 1999
ISSN: 0005-0067
Abstract: The present study was designed to test the hypothesis that culture mediates coping styles and that acculturative stress will be attenuated by the use of culturally relevant coping strategies. A cross-sectional sample of Asian and Anglo-Australian students in Australia was used in the study. Newly arrived Asian students resident in Australia less than 6 months (Asian 1), Asian students resident in Australia for more than 6 months but less than 3 years (Asian 2), Asian students resident in Australia more than 3 years (Asian 3), Asian-Australians, and Anglo-Australians (N = 112) completed the Perceived Stress Scale and the COPE scale. Results indicate that Asian students within their first 6 months of residency in Australia are highest in levels of perceived stress and also tend to employ collectivist coping strategies more than any other group. Anglo-Australians are lowest on measures of perceived stress and tend towards the use of individualist coping styles. The longer the Asian student remains in Australian culture, the less they tend towards the use of collectivist coping styles. The dimension of individualism and collectivism offers a theoretical basis for the discussion of crosscultural differences in coping styles. [Author abstract, ed]
URL (conditional access) : http://dx.doi.org/10.1080/00050069908257451
Record No: 137739 From EdResearch online
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