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Wolverhampton Intellectual Repository and E-Theses > School of Sport, Performing Arts and Leisure > Research Centre for Sport, Exercise and Performance > Learning and Teaching in Sport, Exercise and Performance > Cognitive appraisal of dissertation stress among undergraduate students

Please use this identifier to cite or link to this item: http://hdl.handle.net/2436/14657
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Title: Cognitive appraisal of dissertation stress among undergraduate students
Authors: Devonport, Tracey J.
Lane, Andrew M.
Citation: The Psychological Record, 2006, 56: 259-266
Publisher: Southern Illinois University, Carbondale
Issue Date: 2006
URI: http://hdl.handle.net/2436/14657
Additional Links: http://www.siuc.edu/~ThePsychologicalRecord/index.html
Abstract: The present study examined changes in primary and secondary appraisal, and coping strategies utilized in the final weeks leading to dissertation submission. Sixty volunteer Sports Studies dissertation students (male: n = 29; female: n = 31) completed an adapted Cognitive Appraisal of Health Scale (CAHS: Kessler, 1998), and Brief COPE (Carver, Scheier, & Weintraub, 1989) on 4 occasions over the 6 weeks before dissertation submission. Repeated measures multivariate analysis of variance indicated a significant main effect for gender, with no main effect for changes over time and no significant interaction effect. Results demonstrated that males perceived the dissertation to be significantly more threatening and iess challenging than females. With regard to coping, males used more active coping, positive reframing, planning, and acceptance of the stressor, with lower scores for self-blame, venting of emotions, and behavioral disengagement. The results suggest that, for this student population, the dissertation did not become increasingly stressful in the period before submission. Clear relationships were also evidenced between primary appraisal, secondary appraisal, and coping. Future research should seek to identify factors that moderate the influence of situational stressors on coping responses among undergraduate students.
Type: Article
Language: en
Keywords: Cognitive appraisal
Dissertation
Stress
Undergraduate Students
ISSN: 0033-2933
Appears in Collections: Learning and Teaching in Sport, Exercise and Performance

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