Assessing the link between stress and retention and the existence of barriers to support service use within HE

Harris, Patricia and Campbell Casey, Samantha (2016) Assessing the link between stress and retention and the existence of barriers to support service use within HE. Journal of Further and Higher Education, 40 (6). pp. 824-845. ISSN 0309-877X

Full text not available from this repository. (Request a copy)

Abstract

Students suffer from stress as a result of many factors, including educational unpreparedness, financial strain and inability to integrate socially. This mixed methods study aimed to investigate stress levels of undergraduate students in a post-1992, Scottish university and the potential for measures of stress to act as an indicator of a student’s intention to continue. The study sampled primarily engaged students as tests were administered during timetabled classes and required the students’ voluntary participation. The level of perceived stress reported by these students appeared to be high (mean PSS-14 scores of 18.42 (SD 8.452) and 24.57 (SD 8.969) for males and females, respectively) and was coupled with intention to drop out across all study levels (12.1% of students sampled reported ‘seriously considered dropping out’). Perceived stress score predicted a student’s intention to withdraw but this association did not transfer to actual withdrawal, suggesting that other factors, most likely coping mechanisms, play a part in mediating the withdrawal behaviour. Unfortunately, despite the seemingly high levels of stress and potential worry over dropout, students are reluctant to seek support and many were unaware of the support services available through the university. Given the engaged nature of these students, their feelings are unlikely to be made known to staff as they will not necessarily register on non-attendance lists or be flagged because of missing assignments, which are often used as indicators of potential problems. This brings to light a previously hidden student group that may benefit from additional support to prevent unnecessary underachievement or dropout

Item Type: Article
Uncontrolled Keywords: undergraduate,stress,retention,higher education,engaged
Depositing User: LivePure Connector
Date Deposited: 26 Feb 2019 13:30
Last Modified: 25 Jul 2019 02:01
URI: https://ueaeprints.uea.ac.uk/id/eprint/70009
DOI: 10.1080/0309877X.2015.1014316

Actions (login required)

View Item View Item