Dealing With the Stress of College

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254 Table 1 (continued) M SD 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 17. Denial 1.40 0.49 .14 .17 –.10 .18 .06 .00 –.06 .06 .01 .17 –.21 .28 –.07 .13 .02 –.28 18. Beh. 1.45 0.51 .14 –.05 .03 .24 .15 .08 .13 .13 .05 .16 –.30 .39 –.14 .22 .01 –.27 .43 dis. 19. Substance 1.28 0.56 –.12 –.21 .05 .20 –.05 .07 .01 .08 –.05 .17 –.10 .15 –.21 –.06 –.21 –.10 .23 .13 use 20. Planning 3.18 0.68 –.07 .09 .02 –.20 .08 –.04 –.21 .04 –.06 –.17 .38 –.28 .57 .06 .44 .71 –.40 –.33 –.25 21. General 1.76 0.48 –.03 .23 –.07 –.43 –.18 –.32 –.25 –.29 –.31 –.46 .44 –.49 .36 –.20 .10 .35 –.25 –.33 –.18 .34 well-being 22. Life 4.54 1.65 –.09 –.15 –.05 –.26 –.24 –.16 –.40 –.03 –.28 –.18 .28 –.25 .34 –.16 .07 .27 –.20 –.16 .00 .29 .43 sat. Note: All significant at the .05 level are indicated in bold; sex was coded as 1 = male and 2 = female; race Caucasian. = Dummy coded for Caucasian; pers. stressors = personal stressors; F–S conflict = family–school conflict; S–F conflict = school–family conflict; W–S conflict = work–school conflict; S–W = school–work conflict; Positive App. = positive appraisals; negative app. = negative appraisals, pos. reint. = positive reinterpretation; instrumental SS = instrumental social support; beh. dis. = behavioral disengagement; life sat. = life satisfaction. Downloaded from aeq.sagepub.com by Rolf Wirsing on September 12, 2010
Giancola et al. / A Stress Model for Adult Undergraduates 255 Figure 2 Mean Comparisons for Interrole Conflict Variables 3.5 3 2.5 2 1.5 1 0.5 0 1.91 3.34 2.20 Role Strains 2.47 F-S Conflict S-F Conflict W-S Conflict S-W Condlict Note: Abbreviations used are S–F = school–family; S–W = school–work; W–S = work–school; F–S = family–school. All differences are statistically significant t-test results in the order of decreasing means values: S–F to S–W: t(148) = 11.88, p < .001. S–W to W–S: t(148) = 3.13, p < .01. W–S to F–S: t(148) = 3.55, p < .05. In terms of interrole conflict, adult students reported the greatest conflict occurring from school to family. All mean differences between the interrole conflict variables were significant (see Figure 2). Adult students also reported greater positive appraisals as compared to negative appraisals, t(148) = 16.75, p < .001. Finally, they generally reported relying more on adaptive coping strategies, such as planning and positive reinterpretation, and less on maladaptive strategies, such as denial and substance abuse, though actual t tests were not conducted given the large number of potential paired comparisons. Examination of the correlation matrix also reveals significant relationships between the variables. First, reporting greater amounts of work stressors was significantly related to more conflict, appraisal, and coping outcomes than were perceptions of personal or school stressors. Second, perceptions of work, personal life, and school stressors were all significantly related to general well-being and life satisfaction. The more work, personal life, and school stressors respondents experienced, the lower were their general well-being and overall life satisfaction. Finally, most of the coping dimensions analyzed in the current study were correlated in the expected direction with general well-being and life satisfaction, suggesting that more adaptive coping mechanisms (i.e., planning, active coping, positive reinterpretation) were positively associated with positive psychological outcomes, and the use of more maladaptive coping mechanisms (i.e., venting, denial, substance use, behavioral disengagement) were negatively associated with positive psychological outcomes. There were, however, Downloaded from aeq.sagepub.com by Rolf Wirsing on September 12, 2010
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Dealing With the Stress of College

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