Long-term multiple stressors, coping and academic performance

This research comprised of three studies designed to investigate the coping strategies utilised by high and low performing university students with non-academic stressors. Coping research has frequently focused on single stressors providing a distorted picture of coping. Utilising a combination of quantitative and qualitative methodologies, this research provides new insights into the dynamic and multi-dimensional nature of coping with long-term, multiple stressors. It extends our understanding of coping beyond traditionally individualistic conceptualisations where active coping is valued over prosocial relationship-focused coping. Conceptualisations of social support is broadened to view it in more complex interactional terms. In Study 1, 521 university students were surveyed using a standardised coping inventory, the Ways of Coping Checklist revised. Several demographic groups were identified as at academic risk. Having good health, along with the high use Social Support and Problem Solving and the low use of Self Blame strategies all predicted high GPA. Study 2 involved a content analysis of 179 Exclusion Appeal letters submitted by excluded students. When confronted with multiple stressors, poor performing students compartmentalised or amplified multiple stressors which resulted in patterns of reactive problem-focused or emotion-focused coping. Passive and uni-directional approaches to social support resulted in the depletion of such resources. Study 3 investigated adaptive coping patterns using an open-ended questionnaire and a semi-structured interview with twenty high performing students. High performers viewed multiple stressors as inter-related, which is termed cross situational appraisal and displayed a versatile coping pattern across stressors termed cross situational versatility. Proactive and prosocial coping are critical for the acquisition and maintenance of social support over a long-term period. Implications of these research findings for Student Services staff are discussed