CHFA | Psychology Department Showcase: Projects In-Progress
Self-care, Perceived Stress, and Academic Performance
Academic Level at Time of Presentation
Senior
Major
Psychology
Minor
History
List all Project Mentors & Advisor(s)
Dr. Megan St. Peters
Presentation Format
Poster Presentation
Abstract/Description
This study looks at student’s engagement with self-care practices, levels of perceived stress, and their academic performance. Previous research has looked at individual aspects of self-care and had inconsistent definitions of self-care. The current study examines self-care across six dimensions (physical care, supportive relationships, mindfulness, self-compassion, structure, mindful relaxation) as a way to assess overall maintenance of physical and emotional well-being. Previous studies focused on older populations of students and those who are more informed on self-care, while the current population is undergraduate students enrolled in general psychology 180. Participants are asked to fill out an online survey including questions on demographics, academic performance, the Mindful Self-Care Scale (MSCS), and the Perceived Stress Scale (PSS). It is predicted that students who more frequently engage in self-care practices will have higher perceived and actual academic performance and lower levels of perceived stress. It is also predicted that higher levels of perceived stress will be reported among females compared to male participants. The analyses will also examine which dimensions of self-care (if any) correlate to higher academic performance, and which (if any) correlate to lower perceived stress. These preliminary results may factor into which kind(s) of self-care may be more beneficial for undergraduate students. Though the study is limited in scope and future studies should expand to students from different backgrounds of study.
Keywords: Perceived Stress, Academic Performance, GPA, Self-care
Spring Scholars Week 2023 Event
Psychology: Projects In-Progress
Self-care, Perceived Stress, and Academic Performance
This study looks at student’s engagement with self-care practices, levels of perceived stress, and their academic performance. Previous research has looked at individual aspects of self-care and had inconsistent definitions of self-care. The current study examines self-care across six dimensions (physical care, supportive relationships, mindfulness, self-compassion, structure, mindful relaxation) as a way to assess overall maintenance of physical and emotional well-being. Previous studies focused on older populations of students and those who are more informed on self-care, while the current population is undergraduate students enrolled in general psychology 180. Participants are asked to fill out an online survey including questions on demographics, academic performance, the Mindful Self-Care Scale (MSCS), and the Perceived Stress Scale (PSS). It is predicted that students who more frequently engage in self-care practices will have higher perceived and actual academic performance and lower levels of perceived stress. It is also predicted that higher levels of perceived stress will be reported among females compared to male participants. The analyses will also examine which dimensions of self-care (if any) correlate to higher academic performance, and which (if any) correlate to lower perceived stress. These preliminary results may factor into which kind(s) of self-care may be more beneficial for undergraduate students. Though the study is limited in scope and future studies should expand to students from different backgrounds of study.
Keywords: Perceived Stress, Academic Performance, GPA, Self-care