Nelson, Louise J. (2012) Coping and Well-Being in First-Year Psychology Students. Doctorate (other than PhD) thesis, University of Southern Queensland. (Unpublished)
Abstract
Transitions occur across the lifespan, frequently resulting in stress and the need to use coping strategies. The transition to university is often stressful for many students. Coping poorly with the challenges of commencing university can impact the physical and psychological well-being of students and in turn, contribute to poor academic achievement and attrition. Australian universities report up to 19% of beginning students do not complete their first year of study (Baker, 2008). Coping research has demonstrated that coping strategies can reduce stress and improve quality of life. Recently, research has focused on how proactive coping, active purposeful ways of dealing with challenges and attaining future goals, can promote well-being. Greenglass (2002) proposed a model which suggests proactive coping is central to the relationship between an individual’s resources and the outcomes he/she experiences. This thesis comprised two linked studies with an overall aim to examine the relationships between internal resources, Proactive Coping, and outcomes for beginning university students. Study 1 examined the relationships between General Self-efficacy, Proactive Attitude, Proactive Coping, Adjustment, and Grade Point Average (GPA). Participants were a convenience sample of first-year students (N = 187) participating in first-year psychology courses at the University of Southern Queensland. Relationships consistent with the Greenglass (2002) model were demonstrated. Proactive Coping partially mediated the relationship between General Self-efficacy and Adjustment. Study 2 built on the Study 1 results and included additional outcomes variables relevant to well-being in examining the relationships proposed by the Greenglass (2002) model. Data from a second cohort of beginning psychology students (N = 284) were collected. The Study 1 findings were replicated. Additionally, Proactive Coping was influential in the prediction of Positive Affect, whilst the internal resources (General Self-efficacy, Proactive Attitude, and Optimism) were more influential in the prediction of Negative Affect and Depression, respectively. The relationships were consistent with the Greenglass (2002) model linking Proactive Coping, internal resources, and outcomes. The findings of this research provide a basis for suggesting further research considering interventions aimed to foster and develop the use of Proactive Coping strategies by a wider range of commencing university students.
|
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: | Lorelle Burton |
| Qualification: | Doctor of Psychology (Clinical) |
| Date Deposited: | 08 Oct 2025 02:27 |
| Last Modified: | 08 Oct 2025 02:27 |
| Uncontrolled Keywords: | well-being ; first year university students ; beginning university students ; proactive 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/52613 |
Actions (login required)
 |
Archive Repository Staff Only |
