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Kristi MannonDepartment of Psychology
Honors CollegeCollege of Arts & Science
Mentor: Daniel Taylor, Ph.D. Department of Psychology
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To determine the relationship between anxiety and psychosocial functioning in college students?
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Attending college related to increased stress:◦ Dorm life ◦ Roommates◦ Social pressure ◦ Pressure to drink or try drugs◦ Lack of social support◦ High academic demands
Stress can result in significant anxiety.
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Anxiety:◦ Exists as a persistent feeling of discomfort◦ Can cause or become caused by stress
Or the lack of ability to cope with an event e.g., attending college
Veeraraghavan & Singh, 2002
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Anxiety can become overwhelming for some and impair their functioning.
Anxiety can prove both positive and negative.◦ Where excessively high or low anxiety will be
related to decreased performance.
Kessler, Berglund, Demler, Jin, Merikangas, & Walters, 2005Veeraraghavan & Singh, 2002
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Severe anxiety can even cause a person to develop a distorted perception and can impair learning, attention, concentration, and memory.
Therefore, understanding how anxiety affects college students proves a vital area for research.
Veeraraghavan & Singh, 2002
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College students with increased anxiety will have decreased psychosocial functioning.
In some instances, the relationship will be similar to an inverted U.◦ Where excessively high or low anxiety will be
related to decreased performance.
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Cross-sectional (single time point) survey of undergraduate students at UNT.
Collected a variety of measures including:◦ State-Trait Anxiety Inventory (STAI)◦ Grade Point Average (GPA)◦ Quality of Life Enjoyment and Satisfaction Questionnaire (Q-LES-Q) ◦ Multidimensional Scale of Perceived Social Support (MSPSS)◦ BriefCOPE ◦ Perceived Stress Scale (PSS) ◦ Quick Inventory of Depressive Symptoms (QIDS)◦ Alcohol Use Disorders Identification Test (AUDIT) ◦ Marijuana Problem Scale (MPS)
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UNT undergraduate students between the ages of 18 and 26 (N =1070 ).
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Polynomial regressions:◦ Independent Variable:
Trait anxiety levels (STAI) ◦ Dependent Variables:
GPA, Q-LES-Q, MSPSS, BriefCOPE, PSS, QIDS, AUDIT, and MPS
Controlled for experiment wise error with Bonferroni correction.◦ i.e., p value must have been less than .01.
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Decreased:◦ Q-LES-Q (R2 =.43, p =.000)◦ MSPSS
Family (R2 =.11, p =.000) Friends (R2 =.11, p =.000) Significant Others(R2 =.08, p =.000)
◦ Brief COPE (R2 =.04, p = .000)◦ GPA (R2 =.01, p = .022)
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Increased:◦ PSS (R2 =.55, p =.000)◦ QIDS (R2 =.44, p = .000)◦ AUDIT (R2 =.01, p =.036)◦ MPS (R2 =.02, p =.000)
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I wish to acknowledge the following:
Dr. Daniel Taylor, Psychology Dr. Warren Burggren, Dean of Arts and Sciences Dr. Gloria Cox, Dean of the Honors College Dr. Susan Eve, Associate Dean of the Honors
College
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Kessler, R.C., Berglund, P., Demler, O., Jin, R., Merikangas, K.R., & Walters, E.E. (2005). Lifetime prevalence and age-onset distributions of DSM-IV disorders in the national comorbidity survey replication. Archives of General Psychiatry, 62, 593- 603.
Lowe, P.A. (2007). Examination of the psychometric properties of the adult manifest anxiety scale-college version (AMAS-C) scores among students in collegiate settings. Individual Differences Research, 5 (1), 59-72.
Veeraraghavan, V. & Singh, S. (2002). Anxiety disorders: Psychological assessment and Treatment (pp 11- 24). New Delhi: Sage Publications.