Thesis Nurs. 1995 C814S c.2 Cornell, Margaret Norgang. Stress and academic performance / 1995. STRESS AND ACADEMIC PERFORMANCE by Margaret Norgang Cornell BSN, RN Submitted in Partial Fulfillment of the Requirements for the Master of Science in Nursing Degree Approved by: PM/t pPtidM, Chairperson/ thesis tPn Ms. Committee Edinboro University of Pennsylvania Committee Member Committee Member Date Date ABSTRACT This study examines the correlation between stress and academic performance using the life events model to measure stress. Full-time nursing students enrolled in an associate degree program at a rural community college were participants in this study. This study concludes that there is a weak negative correlation between stress and grade point average; r=.2553 with a significance of .024. Further study is recommended to examine the effect of coping strategies, age, socioeconomic status on stress and its relationship to academic performance among community college students. iii ACKNOWLEDGEMENTS The writer wishes to express sincere thanks and appreciation to Charlotte Paul PhD, RN, Mary Lou Keller, PhD, RN and James Palmer, MA for their time, guidance and especially their patience in completing this study. In addition the writer wishes to express gratitude to the many people at Jamestown Community College who made this study possible. A special thanks to my husband William for his support and encouragement and to my son Stephen for his inspiration. MNC May 1995 iv Table of Contents Abstract Acknowledgments Table of Contents ii iii iv List of Figures v Chapter 1. INTRODUCTION Background of the problem Statement of the purpose Statement of the Problem Assumptions Definition of Terms Limitations of the Study 1 4 5 5 5 6 2. REVIEW OF LITERATURE 7 3. METHODOLOGY Setting Sample Instrumentation Collection of Data 19 19 19 20 20 4. DATA ANALYSIS 24 5. CONCLUSIONS & SUMMARY Recommendations 33 35 APPENDICES A PERMISSION FOR RESEARCH APPROVAL B PERMISSION FOR RESEARCH APPROVAL C PERMISSION FOR QUESTIONNAIRE D COVER LETTER FOR QUESTIONNAIRE E STUDENT CONSENT F HOLMES AND RAHE QUESTIONNAIRE G ORIGINAL COLLECTED DATA 36 37 38 39 40 41 REFERENCES 42 V LIST OF FIGURES FIGURE PAGE 1. Frequency distribution of age 25 2. Frequency distribution of marital status 26 3. Frequency distribution of number of children living in family 27 4. Frequency distribution of annual household incomes 28 5. Frequency distribution of SRE scores 29 6. Frequency distribution of GPA scores 30 7. Scatter plot of correlation between SRE and GPA 31 1 CHAPTER 1 INTRODUCTION BACKGROUND OF THE PROBLEM Academic problems facing our nation's colleges and universities have been well documented. Many authors generally agreed that a decline in academic performance has been occurring for several years. Although many examples have been cited, the following are most noteworthy: First of all, national statistics indicate that students either failed or withdrew from forty percent of their classes each semester (Roueche et al., 1989). Secondly, student performance on global tests in mathematics and science was reported to be poorer according to a recent State University of New York publication (University Faculty Senate, 1992) . Lastly, it was noted by The Association of American Colleges that decline is everywhere and that approximately one half of all freshman classes demonstrated deficiencies in mathematics and English (Douglas, 1993). 2 Although there is consensus about the decline in academic performance there are several opinions regarding the cause. Several factors contributing to this decline have been well publicized. Students doing less work (Douglas,1993) and poor leadership (Roueche et al, 1989) have been cited as examples. Eroding academic standards, inadequate secondary education, grade inflation, cheating, social income, family support and poor teaching have also been cited as factors affecting academic performance. (Sowell, 1993) Stress has also been considered to affect performance (Veninga, Spradey, 1981) and more specifically teacher performance (Farber, 1991). Authors of The Work Stress Connection pointed out that job stress results in poor performance ie; making more mistakes, avoiding decision making, being less creative and having more on-the-job accidents (1981). A similar finding was also noted by Farber (1991) with regard to teacher performance. He found that stress resulted in poorer performance and suggested that this had potentially devastating effects on pupil education. Grades are presumed to reflect performance. Research on stress and its direct effect on academic performance indicates that there is a relationship 3 between stress and academic performance (Wildman, 1978). Wildman's study (1978) concluded that stress had an adverse affect on grades after a certain level of stress was reached. Because research in this area is limited, Wildman recommended that further studies be conducted. Stress research was pioneered by Canadian physician Hans Selye. His research primarily focused on the physiological responses of stress. In his book, The Stress of Life, he clearly presents convincing evidence of the mind-body connection and its relationship to illness by application of his general adaptation syndrome model (Selye, 1956). Holmes and Rahe pioneered research on the relationship of life events to physical and mental illnesses. Their research demonstrated that certain life events were stress producing and consequently affected health. Holmes and Rahe were responsible for creating the Social Readjustment Rating Scale (SRRS) which assigned a numeric value to each life experience (1967) . This tool has been used in a number of experiments and is considered valid and reliable. In conclusion, our educational institutions are having serious problems with a decline in academic 4 performance. Several sources have recommended that we examine more closely the reasons for this decline. In particular, The State University of New York and The Middle States Association of Colleges on Schools recommend an ongoing evaluation of academic performance and student retention (Commission on Higher Education, 1983) . Several contributing factors have been associated with this decline. Stress in particular has been found to affect job performance, teacher performance, academic performance and health. Additional research was recommended by one author (Wildman) to examine the relationship between stress and academic performance. Based on the above conclusions and recommendations, research on the relationship between stress and academic performance seems pertinent. PURPOSE OF THIS STUDY The purpose of this study is to examine the degree to which stress and academic performance are related. In doing so, the results will provide insight into a possible contributing factor affecting the decline in academic performance at the community college level. If the level of stress is a predictor of academic 5 performance, perhaps early stress assessments can be considered and possible stress management interventions entertained. STATEMENT OF THE PROBLEM To what degree does stress impact on academic performance among full-time community college nursing students? This study is designed to demonstrate that there is a strong negative correlation between stress and grade point average. ASSUMPTIONS An assumption congruent with research is that stress can be measured. Several measurement tools have been validated through research. Life events have been thought to be indicators of stress and therefore have been used as a measurement tool. Another assumption is that academic performance can be measured. DEFINITION OF TERMS 1. Stress is defined as the sum of self-reported life change units on the SRRS occurring within a six month period. 6 2. Academic performance is defined as the fall semester Grade Point Average as reported by the college registrar. 3. Student is defined as full-time sophomore nursing student. 4. Full time is defined as the total number of credit hours taken in a semester to be between ten and not to exceed seventeen. LIMITATIONS OF STUDY 1. The findings reflect responses from sophomore student nurses enrolled in one associate degree program. 2. The findings cannot be generalized to nursing students at other community colleges. 3. Use of the self reported instrument may not reflect accurate information. 7 CHAPTER II REVIEW OF LITERATURE The purpose of this study is to examine the relationship between stress and academic performance. This study will attempt to answer the question of whether or not high levels of stress affect academic performance among community college nursing students. The theoretical background for this study was based on Seyle's concept of stress (Selye,1956). Selye believed that stress was a non-specific response of the body to any demand. His research concluded that several physiological adaptations occurred as a result of repeated exposures to stress and that this caused many pathological conditions. Selye found that stress produced a decrease in eosinophils and an increase in serum cholesterol, glucagon, insulin, prolactin, and a constant release of corticosteroids. Selye also noted that the adrenal cortex became enlarged, but the thymus gland, spleen, and lymph nodes atrophied. Ulcers were noted in the stomachs and colon of experimental animals. Selye referred to these changes, the body trying to adapt, for example, as the General Adaptation 8 Syndrome and identified three stages of this syndrome. Stage one or stage of alarm is the initial stage in which forces are mobilized to maintain life and cope with the stressor. In stage two or stage of resistance, the body is attempting to restore homeostasis even though the stress still exists. In stage three or stage of exhaustion, the body can no longer respond and begins to fail ultimately resulting in death. Selye outlined several signs and symptoms occurring as a result of these stress induced physiological changes. Examples include: increased blood pressure and accelerated heart rate, diaphoresis, irritability, dry mouth, weakness, dizziness, insomnia, diarrhea, and indigestion. A case can be made that these symptoms interfere with cognition, however, there are two other reported symptoms that are more pertinent to this study. They are fatigue and the inability to concentrate due to a flight of thoughts and general disorientation (Selye, 1956). Major life events have also been considered stressors causing disease. The relationship between major life events and negative health outcomes is well documented. In 1964, Rahe, et al published results of research in this area. After surveying thousands of 9 individuals, forty three common life events were identified as those responsible for activating stress. After identifying these specific life events as stressors, several physicians were asked to compare health changes with the occurrence of life events. There proved to be a significant correlation between high life event scores and negative health outcomes (Rahe, 1964) In 1967, Holmes and Rahe further developed this tool by adding a weighted numerical value to each event. This was called the Social Readjustment Rating Scale (SRRS). The SRRS has been used in several studies and has been validated. In 1975, a longitudinal study examined the effects recent life changes have on cardiac events. A correlation was found between life changes and cardiac events such as arrhythmias and ventricular contraction. These findings were thought to validate previous studies that indicated that life change events were measures of stress and predictive of physiological changes.(Theorell, Rahe, 1975) Another study examined the influence of recent life experiences on subsequent illnesses of the college freshman. The College Schedule of Recent Experiences was used. An association was found between high levels 10 of life change and increased illnesses. (Marx, et al, 1975) In 1979, a retrospective study looked at the association between life change and the onset of ulcers. This study indicated that ulcer operations occurred at a time following increased life changes. Also reported was a correlation between life change and post-operative gastrointestinal symptoms. (Stevenson, et al) In summary, many studies have utilized life events to measure stress and have found it predictive of performance and physiological changes. Therefore it is generally considered to be a reliable, valid tool. In 1978, another life events model was developed called the Life Experience Survey (LES). This model listed forty seven life events, but did not assign a value to their importance. Instead each participant is asked to rate the degree of distress experienced. Results achieved with this model were very similar to those achieved using the SRRS (Sarason, et al). Research regarding the possible relationship between stress and academic performance is difficult to find. Most of the research in this area is dedicated to test anxiety. 11 The research conducted by Knapp (1975) looked at utilization of life events as an indicator of the amount of stress by summing the total number of events experienced in a given time period and rating the life event as either desirable or undesirable. In this study, college students rated the life events that had occurred within the past year. Desirable life events did not correlate with grade point average. Undesirable life events strongly correlated with lower grade point averages when academic ability and past academic performance were factored out. This study concludes that undesirable life events are a better predictor of grade point average. In 1989, Chapin questioned whether or not anxiety is always a debilitating factor, even though it is most commonly considered one in college students with regard to academic performance. He compared high-anxious high performance students (HAHP) with high-anxious low performance college students (HALP). This study suggested that HAHP and HALP students do experience anxiety differently. anxiety The HAHP student found that facilitated their performance while HALP found that anxiety debilitates performance. The study found that these differences held true regardless of the type 12 of anxiety, but failed to take coping and performance into account. Furthermore, it failed to control for scholastic aptitude. In Chapin's second study, however, scholastic aptitude was taken into consideration. This study found that scholastic aptitude was a significant covariant with both manifest anxiety and academic performance. It concluded that anxiety can facilitate as well as debilitate students' performance. In conclusion, it suggests that anxiety may not always be considered a debilitation factor. Both of the studies also suggested that stress can be a facilitating factor if properly channeled. Chartrand (1990) examined nontraditional student adjustment with regard to student role evaluation, commitment to student role and self-good student role congruence. The purpose of this research was to determine if these were predictors of personal distress and academic performance. Two variables, anxiety and depression were operationalized as personal distress. The State scale of the State-trait Anxiety Inventory was used to measure anxiety and the Beck Depression Inventory was used to measure depression. Academic performance was defined as the grade point average. 13 Nontraditional students face difficulties of commitment to the role of a student because they are simultaneously being committed to other life roles such as mother, parent, employee etc.. Maintaining a high degree of commitment among all of the different life roles is often difficult and stressful. The results of this study suggest that self evaluation and commitment to student role had an affect on student role congruence. Student role congruence was found in turn, to be a predictor of personal distress and grade point average. The multistage causal learning model of academic achievement developed and validated in 1989 looks at the effects of the following on academic achievement: reading, language, math ability, life stress, motivation, self-monitoring/use of study strategies, and concentration and preparation for class. (Chacko,1991) In this study, the ASSET test was used to measure cognitive ability; the Life Experience Survey (LES) developed in 1978 by Sarason, Johnson and Seigel measured the individual 's life stress, and a modified learning and study strategies inventory (Weinstein, 1987, Chacko, 1989) measured affective learning strategy variables. The instrument used to 14 measure stress consisted of forty-seven life events. A Likert scale ranging from extremely positive (+3) to extremely negative (-3) was incorporated into this survey. Chacko's study found that life stress was directly related to the students' level of preparedness for class and concentration in class (1991). It supported the view that life stress may have a negative relationship with academic achievement. However, the relationship between stress and academic performance was found to be weak. A limitation of this study was in the use of self-reported instruments to measure all independent variables with the exception of reading, language and math ability. This may lead to the subjects' perceptions rather than actual behaviors. Four other studies examined the relationship between stress and grade point average by using life events as the instrument to measure stress. (Wildman, 1978; Lloyd, et al 1980; deMeuse, 1993; Huerta, 1990) Wildman 1s research examined various tools for measuring stress based on life events. were devised to measure life events. Four methods One method simply counted the number of events occurring within a given time frame, another weighted each event according to 15 severity and the weighted values were counted, the third method, counted how many times each event occurred (up to four for each event) but weighted values were not assigned, and the last method multiplied the number of times each event occurred with the weighted value and added the numbers together. Results suggested that the individual events had the most impact on academic performance and not the multiple occurrences of an event. Results also indicated that there was a threshold affect. It appeared that stress had an adverse affect on grades after a certain point. Further study on the affect of stress on grades was one of the recommendations of this study. Lloyd et al (1980) used the Barron Ego-Strength Scale, a revision of the Schedule of Recent Life Events, and a form for rating the degree of readjustment required by the life events to calculate life changes. Results demonstrated a significant negative relationship between life change and academic performance. This study also suggested a threshold effect, since the detrimental impact of life change appeared evident only after the occurrence of about twelve events in the one year time period. DeMuse 16 (1985) , on the other hand, used the Social Readjustment Rating Scale to measure stressful life events. Correlation of the students responses with later measures of academic performance upon completion of the course indicated that life stress was a predictor of exam scores, extra-credit points, and total course points. In conclusion, life stress was found to be a predictor of final grades. Huerta (1990) conducted a study involving nursing students because of stress-related high attrition rates. The purpose of this study was to investigate the relationship between stress and academic achievement. The Life Experiences Survey was used to measure stress. The results found that negative change stress had a significant relationship with academic achievement. few. Identification of positive stressors were The academic environment was identified as a contributor to the students1 stress by infringing on personal time, causing illness and producing clinical, academic and financial pressures. Hensley's (1991) research focused on developing an instrument to measure stress specifically for undergraduate college students. His sample consisted of students in a highly competitive university setting. 17 The questionnaire consisted of events that were categorized under four classifications: death/injury to a valued other, academic achievement, general college pressures and college nuisances, Participants were asked to identify the degree of stress for each of the fifty-two events. The results indicated that females reported more stress than males in all areas. A final questionnaire listing twenty events proved to be a fairly reliable instrument for measuring stress among college students. The relative magnitude of certain stressors was enlightening. In summary, stress and its affect on physiological function has been well researched and documented. It has also been demonstrated that stress and academic performance are related. The life events model has proven to be an effective tool to measure stress and has been used most frequently in research to measure the affect of stress on academic performance. Several authors have concluded that certain life events occurring within one year are predictors of academic performance (Chacko, 1991; Wildman, 1978; Lloyd, et al 1980; deMeuse, 1993; Huerta, 1990). While some investigators used the Social Readjustment Rating Scale to measure stress, others used a similar model that 18 rated the degree of distress caused by the event. Both found a relationship between stress and academic performance. Results achieved by one author using The Life Experience Survey were rated to be very similar to the Social Readjustment Rating Scale Schedule (Sarason et al, 1978). Other authors have developed and tested other models, however, their use is not widespread (Sarason, Lloyd, Knapp, Hensley). 19 CHAPTER III METHODOLOGY The purpose of this study is to examine the degree to which stress and academic performance are related among community college sophomore nursing students. This study took place in a small rural community college setting. RESPONDENTS Participants in this study consisted of first semester full-time sophomore nursing students enrolled in an associate degree program at two separate campuses in a small rural community college in Western New York. The campuses are approximately sixty miles apart. This convenience sample represents all full-time sophomore nursing students attending this college who were present during data collection. Eighty-two full-time nursing students are currently enrolled in the sophomore nursing program at the college. Sophomore nursing students were selected for this study because of certain homogenous characteristics, namely, familiarity with the college, the environment, 20 and academic expectations, similar course content and prior GPA of 2.7 or better, This narrowed the number of possible variables affecting this study. INSTRUMENTATION The Social Readjustment Rating Scale (SRRS) developed by Holmes and Rahe was used as the stress survey in this study (see appendix F) . Permission to use this tool was granted by the Journal of Psychosomatic Research as indicated by their signature on a letter of request (see appendix C). Forty-three life events are listed from the most stressful to the least stressful event. Events include both positive and negative life events. Each event has been weighted according to its stress potential and a numeric value, called "life change units," has been assigned to each accordingly. The life change units are added together and a total score is obtained. Subjects whose total score is above 150 points are considered at risk of developing a negative health outcome within two years. COLLECTION OF DATA Permission to conduct this research was solicited from the following: 21 -Dean of Institutional Research -Director of Nursing Education -Student nurses All of the above have granted their permission as indicated by their signature on a letter (see appendixes A and B) , or consent form (see appendix E). Students were informed of the nature of the study (see appendix D) , methods of data collection, and assured that confidentiality would be maintained. Students were gathered in separate groups on each campus. Each student was given a copy of The Schedule of Recent Experiences and instructions for completion were read to each group as follows: 1. Write your name, social security number, gender, marital status, annual household income, number of children living with you and number of credits you are taking this semester on the back of the questionnaire. 2. Under the column labeled RANK, circle the number associated with each event that has occurred in your life from 1994. June 1/ 1994 through November 30, 22 3. I will remain present to answer any questions. Upon completion, all surveys were collected. survey was analyzed for completion. Each Life change units were compiled in relationship to event and added together to obtain a total score. Mid semester grade point averages and age of participants were obtained from the registrars office using name and social security number. Each grade point average was entered on the individual survey correlating with that name and social security number. Data collection information was kept strictly confidential and the original data destroyed after computation. DATA ANALYSIS Descriptive methods were utilized to analyze this data. A scatter plot diagram was constructed to demonstrate the correlation between the two variables. Person's r correlation coefficient was computed by utilizing Excel software to measure the correlation between stress and grade point average and the level of significance. Also bar graphs were used to show frequency of age, marital status, number of children in the household, annual household income, SRE scores, and 23 GPA scores. It was determined that a significant finding would be one of .05 or less. 24 CHAPTER IV DATA ANALYSIS CHARACTERISTICS OF THE SAMPLE Seventy-eight out of a possible eighty-two eligible participants were present and responded to the survey on the day the data was collected. Sixty-five of the respondents were female and thirteen were male. Forty-one of the students reported that they were working at least on a part-time basis, twelve reported that they were working on a full-time basis, and twenty-five reported that they were not working. Forty-one students were taking ten credit hours, seven taking 12 hours, twenty-three taking 13 hours, six taking 14 hours and only one student taking seventeen credit hours during the Fall semester. The following pages depict frequency distributions of age, marital status, number of children in the family, annual household income, SRE scores and GPA scores. ( 25 The majority of students (55) were twenty-six years of age or older. the oldest fifty. The youngest was nineteen and The mean age of this sample is thirty-one which is higher than the overall college mean age of twenty-nine. This sample clearly represents the non-traditional aged student and also represents a very broad age span. This could contribute significantly to the interpretation of the findings. Figure 1 Ages of Students 35 -- J 30- 25-r u c a> 3 20 f; SI 15-K u. $ io-i I 5- 0 +L__ 19-25 25-35 36-45 Age Range 45-50 26 The majority of the students in this sample were married (thirty-nine) and those without partners ie; single, separated, divorced or widowed also equaled thirty-nine. The number reporting to be separated was three, divorced ten, single twenty-four and widowed two. Figure 2 MARITAL STATUS ' yjl 40-fii 35 o H 30-1 LU □ 25 □ H (a u. 20 o 02 111 tn iI ./ I 15-i —t 04 I 1 || Z □ io-S z Q LU Q LU < ar < a. O' LU w O O > Q LU -J o z w Q LU 5o Q $ 27 Although the majority of respondents reported being married, the majority reported having no children in their family ie; twenty-three. Nineteen reported one child, sixteen reported two children, eleven reported three children, seven reported four and only two reported that five children were living with them. Figure 3 NUMBER OF CHILDREN 25i tn H Z 20 111 § 15 CO U_ O OS 111 tn s 10 I1-, 4 5 number of children in family 28 The majority of students reported an annual household income ranging from twenty-one to thirty thousand dollars. Of the six reporting zero to four thousand dollars per year, two reported zero income, one a questionable income, one a "poor” income and one failed to report any income. Figure 4 INCOME RANGES 1 25-r 20-'’ (J) H Z id a 15-* □ to Hi IL o O' Id 10-kl tn □ z 5 o ■li| Bpi 1 11-20 21-30 31-40 INCOME IN THOUSANDS OF DOLLARS 29 Forty six respondents scored between two hundred (200) and five hundred thirty-six (536) on the SRRS questionnaire. Thirty-two scored below two hundred. An equal number of students (twenty-three) scored between two hundred (200) and two hundred ninety-nine (299) and three hundred (300) and five hundred thirty-six (536) . The lowest score was twenty-six (26) and the highest five hundred thirty-six (536) . Figure 5 SRE SCORES 25-] ■ 20-K zId □□ 15w u. o a 10in to S □z ■ 26-149 150-199 200-299 SRE SCORE RANGES 300-536 30 The distribution for grade point average resembles a normal distribution pattern. The majority of students fell within the 2.6 to 3.0 GPA range. mean grade point average equaled 2.77. Figure 6 GRADE POINT AVERAGE 30-i 25 Yl w S 20W Q □ H CO IL i 154 O Z id co S 1(H ■ D Z 0 1.0-2.0 ' IK* ■IIE 2.1-2.5 2.6-3.0 GPA RANGE 3.1-3.5 3.5-4.0 The 31 Figure 7 depicts the scatter plot derived from plotting the SRE scores and GPA scores with a predicted regression solution (predicted Y) . The correlation between GPA and SRE is negative r=. 2553 (p=. 024) and significance F = 0.024. Figure 7 Correlation of SRE Score to GPA 4 <3.5 0 fl> a to u . ♦ 3 ' ** ♦. . % ♦ ♦ -*♦ * * ♦1# ♦; < *«*-♦*„ ♦ <2.5 ” ♦ : ♦: ♦ ♦♦ ♦ ♦ ♦ Q. ♦Y ♦ ♦ ♦♦♦♦♦ f * Wi ■ Predicted Y w C £ 2•o 10 01.5 - 1 + 0 100 200 300 400 500 A 600 SRE Score The research question in this study asked to what does stress impact on academic performance among degree full-time community college nursing students. This study was designed to examine the degree of correlation 32 between stress and GPA. The results of this study conclude that there is a weak negative correlation between stress and grade point average and that this finding is significant. 33 CHAPTER V CONCLUSIONS AND SUMMARY The correlation between stress and academic performance has been researched and the findings demonstrate that there is a relationship between these two variables. Several authors have concluded that certain life events occurring within one year are considered stressful and predictors of academic performance (Chacko, 1991, Wildman, 1978, Lloyd et al, 1980, deMeuse 1993, Huerta, 1990). This study, like Chacko's (1991) found that there was a weak negative correlation between stress and grade point average. However, like Chapin's study (1989) it failed to take coping into account but did take scholastic aptitude into consideration as all of the respondents achieved a GPA of 2.7 or above prior to admission to the nursing program. Unlike Wildman's (1978) and Lloyd's (1980) studies this study did not consistently find a threshold effect. In fact, several of the students who reported stress scores above three hundrM averages above three. There could be grade point 34 several explanations fox* this finding. Perhaps not all students perceived each stress event as undesirable and past research has demonstrated that undesirable life events were better predictors of performance (1975). Also, some students perform better under stress. For example, Chapin's study reported that anxiety may not always be debilitating but can be a facilitating factor. This study did not examine the effect of socio economic status, number of children in the family, other role commitments such as mother, worker etc., coping strategies, perception of stress and age on the relationship between stress and academic performance. The mean age of the participants in this study was thirty-one and the majority's annual household income was between twenty-one and thirty thousand dollars per year. This study also failed to compare previous performance levels without high stress levels to performance under high stress levels. This comparison demonstrate that an "A" student may have been able to when subjected to high levels of became a "B" student stressful life events. 35 RECOMMENDATIONS This study found that there was a weak but significant negative correlation between stress and academic performance. Further studies should be conducted that also examine the impact of coping strategies, age, socio-economic status and perception of stress on academic performance. Comparison studies are also recommended to examine prior academic performance without stress with academic performance while under stress. 36 APPENDIX A MEMORANDUM TO: Margaret Cornell FROM: Dean of Institutional Research DATE: April 21, 1994 RE: Research Approval (Name) Community College gives its approval to Ms. Margaret Cornell to conduct her research on stress. This approval allows Ms. Cornell to collect information from students using a standard survey instrument and to collect certain academic information such as student QPAs. Ms. Cornell will ensure the confidentiality of this student information. 37 APPENDIX B November 16, 1994 Dear Margaret: It is my understanding that you would like to survey the sophomore nursing students on the (name) Community College campuses this Fall semester for the purpose of conducting research for your thesis. I have reviewed the survey tool by Holmes and Rahe and grant permission for you to use it with the students. Please share the results of your findings with us at the conclusion of your study. Sincerely, Director, Nursing Education 38 APPENDIX C October 24, 1994 Journal of Psychosomatic Research To Whom It May Concern: I am in the process of completing my thesis for a Masters of Science degree in Nursing. The purpose of this letter is to seek your permission to use the Holmes and Rahe Social Readjustment Rating Scale to collect data. Thank you for your assistance. Sincerely, Margaret Cornell 39 appendix d April 18, 1994 Dear Student: I am in the process of completing my thesis as a requirement for obtaining a master of science degree in nursing at Edinboro University of Pennsylvania. I am studying the affect of stress on academic performance. Perhaps the results of this study will provide enough data to determine if stress assessment and interventions are indicated for nursing students at this college. A questionnaire is attached. answer all of the questions. Please take time to I will be available for your inquiries while you are completing this survey. The results of this questionnaire will be compared with your grade point average for this semester. your permission, I will request the registrar to data. All data will provide me with the necessary remain strictly confidential. Thank you for your assistance. Sincerely, Margaret Cornell With 40 APPENDIX E CONSENT I hereby authorize Margaret Cornell to request information about my grade point average from the registrars office at (name) Community College for the Fall semester of 1994. I understand that this information is being used for the sole purpose of completing research for a thesis. I also understand that all data used for this purpose will remain strictly confidential. Student Signature Date 41 APPENDIX F RANK 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 43 EVENT LIFE CHANGE UNITS Death of spouse 100 Divorce 73 Marital separation 65 Jail term 63 Death of close family member 63 Personal injury or illness 53 Marriage 50 Fired from Job 47 Marital reconciliation 45 Retirement 45 Change in Health of Family Member 44 Pregnancy 40 Sex Difficulties 39 Gain of New Family Member 39 Business Adjustment 39 Change in financial state 38 Death of a Close Friend 37 Change to different line of Work 36 Change in # of arguments with spouse 35 Mortgage over $10,000 31 Foreclosure of mortgage or loan 30 Change in responsibilities at Work 29 Son or Daughter leaving home 29 Trouble With In-laws 29 Outstanding Personal Achievement 28 26 Wife Begin or Stop Work 26 Begin or End School 25 Change in Living Conditions 24 Revision of Personal Habits 23 Trouble With Boss 20 Change in Work Hours or Conditions 20 Change in Residence 20 Change in Schools 19 Change in Recreation 19 Change in Church Activities 18 Change in Social Activities 17 Loan Less Than $10,000 Mortgage or 16 Changein Sleeping Habits 15 Change Change in Number of family Get-Togethers 15 Change in Eating Habits 13 Vacation 12 Christmas 11 Minor Violations of The Law 42 REFERENCES Arsenault, A. , and Dolan, S. (1983) The role of personality, occupation and organization in understanding the relationship between job stress, performance and absenteeism: Journal of Occupational Psychology, 56, 227-240 Chacko, S.B., Huba, M.E., (June 1991) Academic Achievement Among Undergraduate Nursing Students: The Development and test of a Causal Model. Journal of Nursing Education, Vol. 30 No. 6 Chapin, Theodore J., (May 1989) The relationship of trait anxiety and academic performance to achievement anxiety: students at risk. Journal of College Student Development, 229-36 Chartrand, Judy M. (1990) A causal analysis to predict the personal and academic adjustment of nontraditional students. Journal of Counseling Psychology 37, 65-73 DeMuse, K.P. (1985) The relationship between life events and indices of classroom performance. Teaching of Psychology, 12, 146-219 (January, 1993 pg 82) Resolving the Douglas, Jack D. crisis in Higher Education, USA Today (Magazine) Farber, Barry (1991) Crisis in Education, Jossey-Bass Publishers San Francisco/Oxford, pg 86-96 The measurement or of Hensley, Wayne E., (Oct 31, 1991) Tne stress among college students. 1Paper presented at the Speech Communication Associated Convention R.H., (1967) The social Holmes, T.H., Rahe, h..--, readjustment rating scale. Journal of Psychosomatic Research/ H• 213-218 Texas A & M University Ed.u 43 napp Samuel, (1975) The relationship of life events co academic performance in college students Research Report Lloyd, C., Alexander, A.A. , D. G., C Greenfield, N.S. G.,