{"id":{"repo_id":"alverno","oai_identifier":"oai:alverno.omeka.net:983"},"canonical_url":"https://search.dev.ndltd.org/etd/alverno/oai:alverno.omeka.net:983","repository":{"repo_id":"alverno","name":"Alverno College","base_url":"https://alverno.omeka.net/oai-pmh-repository/request"},"display":{"title":"Exploring rising anxiety levels in higher education : perspectives of administrators, faculty, and students on essential support and barriers","abstract":"Todd, Alison This mixed-methods study examined the increasing levels of anxiety among college students and its effects on their sense of belonging and academic self-efficacy, as well as the perceptions of faculty and administrators regarding their effectiveness in supporting these students. The sample included eight undergraduate students, five faculty members, and five administrators from institutes of higher education in the Northeastern U.S. Utilizing a convergent design, quantitative data were collected from students through the Depression Anxiety Stress Scale (DASS-21), the University Belonging Questionnaire (UBQ), and the Student Self-Efficacy Scale (SSE). Faculty and administrators completed self-efficacy scales relevant to their roles. Qualitative data were obtained via semi-structured interviews with students, faculty, and administrators to explore their experiences, perceived support, and barriers related to student anxiety in higher education. Framed by Albert Bandura’s social-cognitive and self-efficacy concepts and Maslow’s hierarchy of needs, this study addressed existing research gaps by incorporating key stakeholders' perspectives, fostering discussions on enhancing support systems, and creating more inclusive academic environments. Findings indicated the detrimental impact of anxiety on students' sense of belonging and self-efficacy while also revealing the complex challenges faced by faculty and administrators in addressing the growing mental health needs of students. Although limited by its small and geographically narrow sample, this research contributes foundational knowledge to inform future initiatives promoting student mental health and academic success in higher education settings.","abstract_html":"Todd, Alison This mixed-methods study examined the increasing levels of anxiety among college students and its effects on their sense of belonging and academic self-efficacy, as well as the perceptions of faculty and administrators regarding their effectiveness in supporting these students. The sample included eight undergraduate students, five faculty members, and five administrators from institutes of higher education in the Northeastern U.S. Utilizing a convergent design, quantitative data were collected from students through the Depression Anxiety Stress Scale (DASS-21), the University Belonging Questionnaire (UBQ), and the Student Self-Efficacy Scale (SSE). Faculty and administrators completed self-efficacy scales relevant to their roles. Qualitative data were obtained via semi-structured interviews with students, faculty, and administrators to explore their experiences, perceived support, and barriers related to student anxiety in higher education. Framed by Albert Bandura’s social-cognitive and self-efficacy concepts and Maslow’s hierarchy of needs, this study addressed existing research gaps by incorporating key stakeholders' perspectives, fostering discussions on enhancing support systems, and creating more inclusive academic environments. Findings indicated the detrimental impact of anxiety on students' sense of belonging and self-efficacy while also revealing the complex challenges faced by faculty and administrators in addressing the growing mental health needs of students. Although limited by its small and geographically narrow sample, this research contributes foundational knowledge to inform future initiatives promoting student mental health and academic success in higher education settings.","abstract_has_math":false,"creators":["Todd, Alison"],"institution":"Alverno College","degree_name":null,"degree_level":null,"degree_discipline":null,"degree_department":null,"school":null,"contributors":[],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2025,"date_issued":"2025","date_published":"2025","updated_at":"2026-07-27T18:44:43Z","subjects":["College students","Anxiety","College administrators","Education, Higher","Mental health","Self-efficacy","Academic success","Bandura","Belongingness","Faculty members","Maslow’s hierarchy of needs","Mixed-method","Student well-being","Support","Teaching and learning"],"languages":["English"],"rights":["These materials may be used by individuals and libraries for personal use, research, teaching (including distribution to classes), or for any fair use as defined by U.S. Copyright Law."],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://alverno.omeka.net/items/show/983","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:creator","label":"Author","values":["Todd, Alison"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date","label":"Dc Date","values":["2025"]},{"key":"dc:publisher","label":"Institution","values":["Alverno College"]},{"key":"dc:type","label":"Dc Type","values":["Text","Dissertation"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["College students","Anxiety","College administrators","Education, Higher","Mental health","Self-efficacy","Academic success","Bandura","Belongingness","Faculty members","Maslow’s hierarchy of needs","Mixed-method","Student well-being","Support","Teaching and learning"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["English"]},{"key":"dc:rights","label":"Dc Rights","values":["These materials may be used by individuals and libraries for personal use, research, teaching (including distribution to classes), or for any fair use as defined by U.S. Copyright Law."]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://alverno.omeka.net/items/show/983"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["Todd, Alison This mixed-methods study examined the increasing levels of anxiety among college students and its effects on their sense of belonging and academic self-efficacy, as well as the perceptions of faculty and administrators regarding their effectiveness in supporting these students. The sample included eight undergraduate students, five faculty members, and five administrators from institutes of higher education in the Northeastern U.S. Utilizing a convergent design, quantitative data were collected from students through the Depression Anxiety Stress Scale (DASS-21), the University Belonging Questionnaire (UBQ), and the Student Self-Efficacy Scale (SSE). Faculty and administrators completed self-efficacy scales relevant to their roles. Qualitative data were obtained via semi-structured interviews with students, faculty, and administrators to explore their experiences, perceived support, and barriers related to student anxiety in higher education. Framed by Albert Bandura’s social-cognitive and self-efficacy concepts and Maslow’s hierarchy of needs, this study addressed existing research gaps by incorporating key stakeholders' perspectives, fostering discussions on enhancing support systems, and creating more inclusive academic environments. Findings indicated the detrimental impact of anxiety on students' sense of belonging and self-efficacy while also revealing the complex challenges faced by faculty and administrators in addressing the growing mental health needs of students. Although limited by its small and geographically narrow sample, this research contributes foundational knowledge to inform future initiatives promoting student mental health and academic success in higher education settings."]},{"key":"dc:format","label":"Dc Format","values":["PDF"]},{"key":"dc:title","label":"Title","values":["Exploring rising anxiety levels in higher education : perspectives of administrators, faculty, and students on essential support and barriers"]}]}],"canonical_facts":{"dc:creator":["Todd, Alison"],"dc:date":["2025"],"dc:description":["Todd, Alison This mixed-methods study examined the increasing levels of anxiety among college students and its effects on their sense of belonging and academic self-efficacy, as well as the perceptions of faculty and administrators regarding their effectiveness in supporting these students. The sample included eight undergraduate students, five faculty members, and five administrators from institutes of higher education in the Northeastern U.S. Utilizing a convergent design, quantitative data were collected from students through the Depression Anxiety Stress Scale (DASS-21), the University Belonging Questionnaire (UBQ), and the Student Self-Efficacy Scale (SSE). Faculty and administrators completed self-efficacy scales relevant to their roles. Qualitative data were obtained via semi-structured interviews with students, faculty, and administrators to explore their experiences, perceived support, and barriers related to student anxiety in higher education. Framed by Albert Bandura’s social-cognitive and self-efficacy concepts and Maslow’s hierarchy of needs, this study addressed existing research gaps by incorporating key stakeholders' perspectives, fostering discussions on enhancing support systems, and creating more inclusive academic environments. Findings indicated the detrimental impact of anxiety on students' sense of belonging and self-efficacy while also revealing the complex challenges faced by faculty and administrators in addressing the growing mental health needs of students. Although limited by its small and geographically narrow sample, this research contributes foundational knowledge to inform future initiatives promoting student mental health and academic success in higher education settings."],"dc:format":["PDF"],"dc:identifier":["https://alverno.omeka.net/items/show/983"],"dc:language":["English"],"dc:publisher":["Alverno College"],"dc:rights":["These materials may be used by individuals and libraries for personal use, research, teaching (including distribution to classes), or for any fair use as defined by U.S. Copyright Law."],"dc:subject":["College students","Anxiety","College administrators","Education, Higher","Mental health","Self-efficacy","Academic success","Bandura","Belongingness","Faculty members","Maslow’s hierarchy of needs","Mixed-method","Student well-being","Support","Teaching and learning"],"dc:title":["Exploring rising anxiety levels in higher education : perspectives of administrators, faculty, and students on essential support and barriers"],"dc:type":["Text","Dissertation"]},"updated_at":"2026-07-27T18:44:43Z"}