a Department of Psychology, University of Minnesota , Minneapolis , Minnesota , USA.
b Boynton Health Services, University of Minnesota , Minneapolis , Minnesota , USA.
J Am Coll Health. 2019 Aug-Sep;67(6):562-570. doi: 10.1080/07448481.2018.1499649. Epub 2018 Oct 4.
Stress is the most commonly reported impediment to academic performance among college students. The objectives of this study were to examine the accuracy of these perceptions, identify demographic and psychosocial factors that distinguished among students who differed in perceptions of how stress affected their performance, and assess the relations between these factors and grade point average (GPA). Undergraduate students ( = 8,997) from 20 Midwestern schools. Participants completed online surveys during February-March 2015 that assessed perceived impediments to academic performance, cumulative GPA, demographic information, and psychosocial factors. Students who reported that stress affected their performance had lower GPAs, and reported more stress and lower coping self-efficacy, resilience, and social support. Male, heterosexual, and ethnic-minority students were less likely to report having stress (but did not have higher GPAs). Stress reduction interventions should target psychosocial factors related to perceiving stress as an impediment and to poorer performance.
压力是大学生学业表现中最常被报告的障碍。本研究的目的是检验这些看法的准确性，确定区分对压力如何影响他们的表现有不同看法的学生的人口统计学和社会心理因素，并评估这些因素与平均绩点（GPA）之间的关系。 来自 20 所中西部学校的本科生（ = 8997）。参与者在 2015 年 2 月至 3 月期间完成了在线调查，评估了对学业表现的感知障碍、累积 GPA、人口统计学信息和社会心理因素。报告压力影响他们表现的学生 GPA 较低，报告的压力更大，应对自我效能感、韧性和社会支持较低。男性、异性恋和少数民族学生报告压力的可能性较小（但 GPA 并不高）。 压力减轻干预措施应针对与将压力视为障碍和表现较差相关的社会心理因素。
