Predictors of Stress Among Caribbean Community College Students

Predictors of Stress Among Caribbean Community College Students by Jean Da Silva MSc, University of the West Indies, Cave Hill, Barbados, 2009 BSc, University of the West Indies, Mona, Jamaica, 2004 Dissertation Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy Clinical Psychology Walden University July 2016 Abstract Research on North American and European students have reported moderate to severe levels of stress in more than 90% of students, which has been linked to negative health outcomes. However, there is a paucity of data on the stress of Caribbean students. Higher education in the Caribbean has undergone a transformation with wider access and higher enrollment; thus, it is important that the effects and characteristics of this transformation are researched and documented. Accordingly, the purpose of this quantitative study was to examine the experience of students in 2 year community colleges in the Caribbean. Using the theoretical foundation of Lazarus and Folkman’s (1989) appraisal theory of stress, the research questions focused on the predictors of stress, socioeconomic differences in the levels of stress, and coping styles. The undergraduate stress questionnaire, the perceived stress scale, and the brief cope questionnaire assessed 150 students recruited through response to flyers posted on campuses. Data were analyzed using generalized linear model, ANOVA and MANOVA. Results indicated student status and marital status significantly predicted the stress level of students, but significant socioeconomic status differences in stress and coping styles did not. The research contributes to positive social change by helping to inform educators, administrators, and parents on the particular stressors students face, thus contributing to a better understanding of the phenomena of stress and coping among Caribbean students. It also broadens the body of research, extending it to populations outside of the North American and European contexts and providing valuable data for subsequent research.Research on North American and European students have reported moderate to severe levels of stress in more than 90% of students, which has been linked to negative health outcomes. However, there is a paucity of data on the stress of Caribbean students. Higher education in the Caribbean has undergone a transformation with wider access and higher enrollment; thus, it is important that the effects and characteristics of this transformation are researched and documented. Accordingly, the purpose of this quantitative study was to examine the experience of students in 2 year community colleges in the Caribbean. Using the theoretical foundation of Lazarus and Folkman’s (1989) appraisal theory of stress, the research questions focused on the predictors of stress, socioeconomic differences in the levels of stress, and coping styles. The undergraduate stress questionnaire, the perceived stress scale, and the brief cope questionnaire assessed 150 students recruited through response to flyers posted on campuses. Data were analyzed using generalized linear model, ANOVA and MANOVA. Results indicated student status and marital status significantly predicted the stress level of students, but significant socioeconomic status differences in stress and coping styles did not. The research contributes to positive social change by helping to inform educators, administrators, and parents on the particular stressors students face, thus contributing to a better understanding of the phenomena of stress and coping among Caribbean students. It also broadens the body of research, extending it to populations outside of the North American and European contexts and providing valuable data for subsequent research. Predictors of Stress Among Caribbean Community College Students by Jean Da Silva MSc, University of the West Indies, Cave Hill, Barbados, 2009 BS, University of the West Indies, Mona, Jamaica, 2004 Dissertation Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy Clinical Psychology Walden University July 2016 Dedication To my two precious jewels, my son Travez and daughter Tonya for their unfaltering love, support and patience during the pursuit of this dissertation. Acknowledgements In special recognition of the persons and institutions that made this research possible, I wish to express deep gratitude for their support and assistance. Thanks to my chairperson, Dr. Bernadette Dorr for being on my committee and for her guidance, support, encouragement, and invaluable suggestions which always steered me in the right direction. I thank her for her encouragement to keep moving forward, especially in times where my persistence began to wane. I thank her for her positive input, overview, clairvoyance, and persistence to allow me to achieve this goal. Thanks to my committee member, Dr. Kathyrne Mueller for the thorough reviews, invaluable feedback and helpful insights offered throughout this process. Her feedback, assistance, and expertise have greatly improved my dissertation. I thank her for all of her suggestions, which kept me on track and constantly challenged me to critically examine my writing and my research. Thanks to the colleges in the Caribbean for granting me approval to conduct research at their institutions and allowing me to access students for the research. Thanks to the community college students from the three colleges in the Caribbean who consented to participate in this study and who took the time to answer the survey questions. Thanks to my husband for providing moral support and believing in me and pushing me to do my best. Thanks for being my encourager and voice of reason and the shoulder I lean and cry on, during this time in my life. Thanks to my children for their constant support, love, and encouragement. It has been a long journey, and they never gave up on my ability to achieve this dream. I look forward to continuing this journey through life with all of you.