The role of resilience, emotion regulation, and perceived stress on college academic performance

Stress is a common problem for college students. The goal of this thesis was to examine the relationships between protective and risk factors to experiencing stress and how these factors may predict academic performance in college students. 125 college students were surveyed twice over the course of a semester on emotion regulation strategies, trait resilience, and perceived stress. The relationships between these variables and semester GPA were analyzed using correlational, multiple regression, and hierarchical regression analyses. It was determined that trait resilience scores do predict use of emotion regulation strategies but change in stress and trait resilience do not significantly predict variation in academic performance during the semester. Limitations and future directions are further discussed.

Grantor dc:publisher

University of Tennessee at Chattanooga

Author dc:creator

• Pendergast, Katherine A.

Contributors dc:contributor

• Ozbek, Irene Nichols, 1947-
• Clark, Amanda J.; Rogers, Katherine H.
• College of Arts and Sciences

• Stress (Psychology)
• Academic achievement -- Education (Higher)

Licence

• https://rightsstatements.org/page/InC/1.0/?language=en

Language dc:language

English, eng

Repository record dc:identifier

https://scholar.utc.edu/theses/512

OAI identifier oai:identifier

oai:scholar.utc.edu:theses-1665