Influence of GPA and Influence of GPA and Time Management on Time Management on

Student StressStudent Stress

Robyn Davis and Jennifer WinslowRobyn Davis and Jennifer Winslow

Westminster CollegeWestminster College

Missouri Undergraduate Psychology Missouri Undergraduate Psychology ConferenceConference

November 11, 2005November 11, 2005

IntroductionIntroduction

Definition and Consequences of Definition and Consequences of StressStress Lahmers, 2000Lahmers, 2000

Hypothesis JustificationHypothesis Justification Britton & Tesser, 1991Britton & Tesser, 1991 Macon & Shahani, 1990Macon & Shahani, 1990

HypothesesHypotheses High stress management skills produce High stress management skills produce

less stressless stress Students with high GPA’s have lower Students with high GPA’s have lower

stress levelsstress levels

MethodMethod

ParticipantsParticipants Thirty-nine Westminster Students, 19 Thirty-nine Westminster Students, 19

males and 20 femalesmales and 20 females MaterialsMaterials

Stress InventoryStress Inventory Academic Resource Center of Sweet Briar Academic Resource Center of Sweet Briar

College (ARC, 2004)College (ARC, 2004)

Stress Management ScaleStress Management Scale Saint Elizabeth Medical Center (2004)Saint Elizabeth Medical Center (2004)

ProcedureProcedure

ResultsResults

ScoresScores Stress Management Inventory – Stress Management Inventory –

reverse scoredreverse scored Mean = 49 ;range: 34-68Mean = 49 ;range: 34-68

Stress InventoryStress Inventory Mean = 39 ;range: 18-66Mean = 39 ;range: 18-66

GPA GPA Mean = 3.1 ;range: 2.0-3.9Mean = 3.1 ;range: 2.0-3.9

ResultsResults

Two-Way ANOVATwo-Way ANOVA Significant correlation between Significant correlation between

stress management and stress stress management and stress score: f (1, 35) = 9.33, p = .004score: f (1, 35) = 9.33, p = .004

No significant correlation between No significant correlation between GPA and stress levels: f (1, 35) = GPA and stress levels: f (1, 35) = 1.372, p = .2491.372, p = .249

ResultsResults

DiscussionDiscussion

ConclusionConclusion Hypothesis one supportedHypothesis one supported Hypothesis two not supportedHypothesis two not supported

Relationship to previous workRelationship to previous work Macon & Shahani, 1990Macon & Shahani, 1990

Future ResearchFuture Research