Briggs, Elizabeth R. (2012) Coping, Affective Responses and Examination Performance of University Undergraduates. Doctorate (other than PhD) thesis, University of Southern Queensland. (Unpublished)
Abstract
The present study investigated whether coping styles predicted the impact of affective responses on examination performance. A sample of 329 undergraduate students from an Australian university completed the Coping Orientation to Problems Experienced questionnaire (Brief COPE) to establish coping styles. They then completed the Brunel Mood Scale (BRUMS) and the Depression, Anxiety Stress Scale (DASS-21) three times during one university semester to monitor affective responses. Examination performance at the end of semester was recorded. Exploratory factor analysis identified four coping factors: approach coping, avoidance coping, reframing and problem disengagement. Regression analysis showed that high scores for avoidance and problem disengagement were associated with psychological distress and negative mood states over the three testing occasions. Psychological distress mediated relationships between coping styles and negative mood states mid-semester and pre-examination. Coping styles and mood responses predicted examination performance, whereas psychological distress did not. Use of problem disengagement as a coping strategy was associated with poor exam performance, whereas higher mid-semester and pre-exam tension, higher pre-exam vigour and higher mid-semester fatigue were all associated with good exam performance. Results showed that coping styles of university students predicted psychological distress, mood responses and exam performance during the course of a semester of study, and highlighted the negative influences of avoidance and problem disengagement coping. This raises the possibility of implementing programs for undergraduate students to reduce their use of maladaptive coping strategies such as avoidance coping and problem disengagement.
|
Statistics for this ePrint Item |
| Item Type: | Thesis (Non-Research) (Doctorate (other than PhD)) |
|---|---|
| Item Status: | Live Archive |
| Additional Information: | Current UniSQ staff and students can request access to this thesis. Please email research.repository@unisq.edu.au with a subject line of SEAR thesis request and provide: Name of the thesis requested and Your name and UniSQ email address |
| Faculty/School / Institute/Centre: | Historic - Faculty of Sciences - Department of Psychology (Up to 30 Jun 2013) |
| Supervisors: | Peter Terry |
| Qualification: | Doctor of Psychology (Clinical) |
| Date Deposited: | 24 Sep 2025 23:34 |
| Last Modified: | 24 Sep 2025 23:34 |
| Uncontrolled Keywords: | coping styles ; academic examination performance ; psychological distress ; mood responses ; maladaptive coping strategies |
| Fields of Research (2008): | 17 Psychology and Cognitive Sciences > 1799 Other Psychology and Cognitive Sciences > 179999 Psychology and Cognitive Sciences not elsewhere classified |
| Fields of Research (2020): | 52 PSYCHOLOGY > 5299 Other psychology > 529999 Other psychology not elsewhere classified |
| URI: | https://sear.unisq.edu.au/id/eprint/52179 |
Actions (login required)
 |
Archive Repository Staff Only |
