Sigma Xi Poster Competition
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
Although females commonly report higher levels of stress, stress is overwhelmingly shown to impact academic performance in all college students. Self-care may be able to mitigate this relationship. There are many ways to practice self-care, but most measures are narrowly defined. The current study examines perceived stress, academic performance, and self-care through use of an online survey in undergraduate students. Academic performance was measured based on self-report GPA and perceived academic performance (as a comparison to peers). Perceived stress was measured using the Perceived Stress Scale (PSS), and self-care was measured using the Mindful Self-Care Scale (MSCS). This self-care measure was intentionally selected due to its broad scoping nature, capturing both physical and emotional well-being. The MSCS measures self-care across six dimensions (physical care, supportive relationships, mindfulness, self-compassion, structure, mindful relaxation) and can also be used as an overall self-care measure. 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 if any specific dimensions of self-care correlate to higher academic performance, and/or lower perceived stress. Finding out which dimensions of self-care are most beneficial can inform the development of informational and educational activities designed to help students improve academic performance and/or lower stress.
Keywords: Perceived Stress, Academic Performance, GPA, Self-care
Spring Scholars Week 2023 Event
Sigma Xi Poster Competition
Self-care, Perceived Stress, and Academic Performance
Although females commonly report higher levels of stress, stress is overwhelmingly shown to impact academic performance in all college students. Self-care may be able to mitigate this relationship. There are many ways to practice self-care, but most measures are narrowly defined. The current study examines perceived stress, academic performance, and self-care through use of an online survey in undergraduate students. Academic performance was measured based on self-report GPA and perceived academic performance (as a comparison to peers). Perceived stress was measured using the Perceived Stress Scale (PSS), and self-care was measured using the Mindful Self-Care Scale (MSCS). This self-care measure was intentionally selected due to its broad scoping nature, capturing both physical and emotional well-being. The MSCS measures self-care across six dimensions (physical care, supportive relationships, mindfulness, self-compassion, structure, mindful relaxation) and can also be used as an overall self-care measure. 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 if any specific dimensions of self-care correlate to higher academic performance, and/or lower perceived stress. Finding out which dimensions of self-care are most beneficial can inform the development of informational and educational activities designed to help students improve academic performance and/or lower stress.
Keywords: Perceived Stress, Academic Performance, GPA, Self-care