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The Effect of Stress on Self-Reported Academic Performance Measures Among Hispanic Undergraduate Students at Arizona State Univ

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The Effect of Stress on Self-Reported Academic Performance Measures Among Hispanic Undergraduate Students at Arizona State Univ View metadata, citation and similar papers at core.ac.uk brought to you by CORE provided by ASU Digital Repository The Effect of Stress on Self-Reported Academic Performance Measures Among Hispanic Undergraduate Students at Arizona State University by Karen S. Moses A Dissertation Presented in Partial Fulfillment of the Requirements for the Degree Doctor of Education Approved April 2012 by the Graduate Supervisory Committee: Alfredo G. de los Santos Jr., Co-Chair Kris Ewing, Co-Chair Bernadette Melnyk ARIZONA STATE UNIVERSITY May 2012 © 2012, K. Moses i ABSTRACT Research on the impact of stress on the academic performance of Hispanic undergraduate students is limited, leaving institutions of higher education without needed information about how to better support this growing population of students. The purpose of this study was to identify stressors that have a negative impact on academic performance of Hispanic undergraduate students. Themes were derived from focus groups and interviews regarding stress, stressors and related academic performance impacts of Hispanic undergraduate students attending a large multi-campus urban university and incorporated into a survey addressing common stressors, their impact on academic performance, stress impact on other areas of life, stress management ability, and demographic characteristics. The survey was administered to a random sample of Hispanic undergraduate students using an online format (n = 169). Descriptive statistics were used to examine frequencies. Stressors were placed into themes and tested for reliability of fit using Cronbach's Alpha. Pearson's Chi-Square and Cramer's V were used to measure association. Significance was set at ≤ .05. Overall stress of respondents resulted in serious performance effects among 32.5% of respondents and moderate performance effects among 43.8% of respondents. Stress impeded academic performance at least weekly among 36.1% of respondents. Stressors resulting in the most serious stress and academic performance effects included family, time factors, finances, and academics. Moderate stress and academic performance effects were evident in stressors related to mental health, technology, commuting, ii personal concerns, physical health and legal problems. The majority of respondents indicated doing a fair (n = 84, 49.7%) or good (n = 52, 30.8%) job managing stress. The remaining 20.0% (n = 33) of respondents did a poor job managing stress. Students with lower grade-point averages managed stress poorly compared to students with higher grade-point averages, X 2 (6, N = 163) = 15.222, p = .019, Cramer's V = .019. These findings provide evidence that stressors related to family, time factors, finances, and academics, and overall stress have considerable negative effects on the academic performance of Hispanic undergraduate students. Institutions of higher education can improve academic outcomes among this student population by addressing and reducing the impact of common stressors affecting these students. iii DEDICATION This work is dedicated to my family, my friends and my colleagues. I have come this far in life with you by my side. Thank you. iv ACKNOWLEDGMENTS I could not have accomplished this work without my family, my friends and my colleagues who have encouraged me and tolerated my absences from social and family celebrations. You are my world. Thank you to my mentors, Dr. de los Santos, Dr. Ewing and Dr. Melnyk. I am grateful for the different perspectives you have brought to this project. You inspire me. I can only hope to contribute as much social good through my work and you do through yours. v TABLE OF CONTENTS Page LIST OF TABLES ...............................................................................................ix CHAPTER 1 INTRODUCTION ............................................................................. 1 Statement of the Problem............................................................. 1 Purpose of the Study.................................................................... 3 Research Question ....................................................................... 4 Study Limitations ......................................................................... 4 Dissertation Organization ............................................................. 5 2 LITERATURE REVIEW...................................................................... 7 Stress and Academic Performance in College ................................. 7 Hispanic College Student Enrollment and Graduation...................... 8 Stress and Academic Performance of Hispanic Students ............... 11 Pilot Study ................................................................................. 13 Pilot Study Findings ............................................................... 14 3 METHODS ..................................................................................... 17 Action Research ......................................................................... 17 Research Design ........................................................................ 20 Phase One—Survey Development ............................................... 21 Phase Two—Survey Adminiatration and Analysis .......................... 26 Phase Three—Dissemination of Findings and Recommendations ... 28 vi CHAPTER Page 4 RESULTS ....................................................................................... 32 Phase One--Themes ................................................................... 32 Themes ................................................................................. 32 Ecological Dimensions Related to Themes ............................... 33 Phase Two—Survey Results ........................................................ 37 Description of the Sample ...................................................... 37 Stress Management ............................................................... 43 Negative Effect of Stress on Life ............................................. 44 Stressors and Academic Performance Results .......................... 45 Overall Impact of Stress on Academic Performance.................. 50 Relationship of Stress Management, Stress Impacts and Themes to Demographic Variables .................................................. 52 Summary of Significant Relationships ...................................... 63 Stress Reduction and Relief .................................................... 65 Phase Three—Results of the Key Stakeholders Meeting ................ 67 Description of the Participants ................................................ 67 Presentation Contents ............................................................ 67 Key Stakeholder Discussion and Recommendations .................. 68 Follow-up to Key Stakeholder Meeting..................................... 70 5 DISCUSSION AND RECOMMENDATIONS ........................................ 71 Stress Impact on Academic Performance ..................................... 72 Stress Impact on Non-Academic Areas of Life .............................. 73 vii CHAPTER Page Top Stressors and Performance Effects ....................................... 73 Family Stressors .................................................................... 74 Time Factors ......................................................................... 75 Financial Stressors ................................................................. 76 Academic Stressors ................................................................ 78 The Impact of Overall Stress .................................................. 79 Stress Management Concerns and Protective Factors ................... 81 Student Services .................................................................... 82 Utility of the Ecological Model ..................................................... 83 Recommended Actions ............................................................... 87 Recommendations For Future Research....................................... 90 REFERENCES ................................................................................................. 84 APPENDIX A Institutional Review Board Approval ........................................... 96 B Focus Group Questions .............................................................. 98 C Focus Group Demographic Questionnaire .................................. 100 D Survey Questions ..................................................................... 102 viii LIST OF TABLES Table Page 1. Educational Characteristics ........................................................................ 40 2. Academic and Student Services Used ......................................................... 41 3. Time Spent Attending to Responsibilities .................................................... 42 4. Percentage of School Expenses Paid by Various Sources ............................. 43 5. Negative Influence of Stress on Areas of Life .............................................. 45 6. Cronbach’s Alpha for Stressor Themes ....................................................... 47 7. Stress and Performance Effect of Stressor Themes ..................................... 48 8. Moderate and Serious Performance Effects of Stressor Themes ................... 49 9. Academic Disruptions ................................................................................ 51 10. Effective Stress Management and Grade-Point Average ............................... 58 11. Cronbach’s Alpha for Stress Reduction and Relief
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