References

Arnold, K. D., Lu, E. C., & Armstrong, K. J. (2012). The ecological view of college readiness.
ASHE Higher Education Report, 91-107. Retrieved from
http://web.a.ebscohost.com.cod.idm.oclc.org/ehost/pdfviewer/pdfviewer?sid=8950abce860d-4f2d-95d5-71a856357a06%40sessionmgr4005&vid=78&hid=4206
This article states that the reason most programs, interventions, and policies fail to
improve college readiness lies in their failure to change the ecology of student
development. Even though many promising developments have been made,
improvements in U.S. college readiness levels have been inhibited by the inability of
the educators, organizations, and policies to transform the lives of students who are
challenged both economically and educationally.
Byrd, D. R., & McKinney, K. (2012). Individual, interpersonal, and institutional factors
associated with the mental health of college students. Journal of American College
Health, 60(3), 185-193. Retrieved from
http://web.a.ebscohost.com.cod.idm.oclc.org/ehost/pdfviewer/pdfviewer?sid=8950abce860d-4f2d-95d5-71a856357a06%40sessionmgr4005&vid=64&hid=4206
This study investigates the individual, interpersonal, and institutional level factors that
are associated with overall mental health among college students. Data from an online
cross-sectional survey. Results: Individual and institutional level measures were
associated with student mental heath. Addressing their influence on mental health
provides the most effective help for college students. According to the study,
individual factors were stronger contributors to overall mental health, rather than
institutional ones. This study also examines the relationship between coping abilities

and mental health.. it is focused on self-esteem and other specific types of mental
conditions and disorders.
Ceyhan, A., & Ceyhan, E. (2011). Investigation of university students' self-acceptance and
learned resourcefulness: A longitudinal study. Higher Education, 61, 649-661.
http://dx.doi.org/10.1007/s10734-010-9354-2
In this study, self acceptance and learned resourcefulness of college students was
examined longitudinally. The study revealed that in general, the students' selfacceptance levels increased dramatically in the 4-year period. However, this change
was a lot more noticeable in woman rather than men. In addition, there was no change
in the level of their resourcefulness in the 4-year period among the college students
that participated. Therefore, there is a great need for more programs that will help
implement resourcefulness amongst college students during their college careers.
Coleman, J., & Trunzo, J. (2015). Personality, social stress, and drug use among college students.
Psi Chi Journal of Psychological Research, 20(1), 52-56. Retrieved from
http://web.a.ebscohost.com.cod.idm.oclc.org/ehost/pdfviewer/pdfviewer?
vid=56&sid=8950abce-860d-4f2d-95d5-71a856357a06%40sessionmgr4005&hid=4206
Personality, social stress, and drug use among college students...

What predicts substance use among college students? What differentiates types of
drug users? Substance abuse causes a widespread concern across college campuses,
and can pose major health, emotional, and behavioral issues. It is important to
understand risk factors and predictors associated with substance abuse so effective oncampus prevention can be established. For example, premorbid personality such as

impulsivity, thrill-seeking, rebelliousness, irresponsibility and nonconformity appear

to play a central role in the development of substance dependence among college
students.

Other Misc Info: Five Factor Model (Digman, 1990): full range of personality traits
can be defined in 5 basic dimensions: extraversion, agreeableness, conscientiousness,
neuroticism, and openness (Goldberg, 1993: Luo, Kranzler, Suo, Wang, & Gelernter,
2007)
Gan, Y., Hu, Y., & Zhang, Y. (2010). Proactive and preventative coping in adjustment to college.
Psychological Record, 643-658. Retrieved from
http://web.a.ebscohost.com.cod.idm.oclc.org/ehost/pdfviewer/pdfviewer?sid=3d172dd1e22f-4ee0-8cda-2d7fdf824e94%40sessionmgr4005&vid=22&hid=4214
This article focuses on the coping Styles for adjustment to college life. Proactively
creating better living conditions and higher performance levels is beneficial for
college students. Proactive coping has a more significant impact than preventive
coping during the adjustment to university life. When the positions of coping and
stress were exchanged, proactive coping could still mediate the relationship between
stress and maladjustment, whereas preventive coping could not mediate this
relationship.

Preventive coping: efforts are concentrated toward building up general resources that
are not aimed at targeting actual stressful events in the near future

Julal, F.S. (2013). Use of student support services among university students: associations with
problem-focused coping, experience of personal difficulty and psychological distress.
British Journal of Guidance & Counseling, 41(4), 414-425. Retrieved from
http://web.a.ebscohost.com.cod.idm.oclc.org/ehost/pdfviewer/pdfviewer?sid=8950abce860d-4f2d-95d5-71a856357a06%40sessionmgr4005&vid=61&hid=4206
Universities provide a range of problem-focused social support services to help
students who are experiencing personal issues. This study takes a look at how the
effectiveness of students' problem-coping style, experiences of personal difficulty, and
psychological distress are associated with actual use of support services in the college
setting. For example, in this present study, the most used services were the careers and
job shop, which likely reflect personal difficulty related to career choice.
Lenz, S. (2010). Exploring college students' perception of the effectiveness of their coping styles
for dealing with stress. LOGOS: A Journal of Undergraduate Research, 68-81. Retrieved
from http://web.a.ebscohost.com.cod.idm.oclc.org/ehost/pdfviewer/pdfviewer?
sid=8950abce-860d-4f2d-95d5-71a856357a06%40sessionmgr4005&vid=69&hid=4206
This study takes a look at how stress can physically affect college students. A
questionnaire was given to two classes of students requesting them to rate the
effectiveness of coping styles, the frequency of using each coping style, and their
demographics. Most effective coping style = task-oriented. This study also discovered
a correlation between gender and task-oriented coping styles. Includes demographics
and why they influence our coping styles. Maybe I could conduct a survey similar to
this one?

Macaskill, A., & Denovan, A. (n.d.). An interpretative phenomenological analysis of stress and
coping in first year undergraduates. British Educational Research Journal, 39(6), 10021024. http://dx.doi.org/10.1002/berj.3019
This is a study done using the Theory of Student Stress (Meijer) that is useful in
examining and explaining specific stressors that college students experience.
Homesickness is a common response to leaving home. Other stressors that are
involved in adjustment to college life include roommate difficulty, financial and
employment concerns, and study-related difficulties. Students use various ways to
cope. Moreover, problem-focused strategies appear to help manage difficulties. For
example, when dealing with roommates, respondents confronted the roommates,
sought support from different sources, and took action to leave the situation by
changing accommodation (adaptive coping).
Morton, S., Mergler, A., & Boman, P. (2014). Managing the transition: The role of optimism and
self-efficacy for first-year australian university students. Australian Journal of Guidance
& Counseling, 24(1), 90-108. Retrieved from
http://web.a.ebscohost.com.cod.idm.oclc.org/ehost/pdfviewer/pdfviewer?sid=8950abce860d-4f2d-95d5-71a856357a06%40sessionmgr4005&vid=86&hid=4206
What effects does optimism and self-efficacy have on an individual's adaptation to
university (life) stress? Higher levels of self-reported optimism experienced less stress
levels than students with lower levels of optimism. Optimistic students adopt an
approach coping style approach to stress, rather than an avoidance coping style. A
student's believe in their ability to achieve and adapt may be a strong predictor of their

actual ability to adapt. Students with high self-efficacy may see the transition to
college as a challenge rather than a threat.
Quan, L., Zhen, R., Yao, B., & Zhou, X. (2014). The effects of loneliness and coping style on
academic adjustment among college freshman. Social Behavior & Personality: An
International Journal, 969-977. Retrieved from
http://web.a.ebscohost.com.cod.idm.oclc.org/ehost/pdfviewer/pdfviewer?sid=8950abce860d-4f2d-95d5-71a856357a06%40sessionmgr4005&vid=75&hid=4206
This article examines the relationships among loneliness, coping style, and adjustment
to college from high school in China. The measures that were used included the
"Emotional and Social Loneliness Scale", the "Coping Style Scale for College
Students", and the "Academic Adjustment Scale for College Students". The results
stated that the college freshman's loneliness has a direct negative predictive effect on
their academic adjustment. The article exclaims that loneliness can weak freshman's
interest in/initiative to explore their surroundings, as well as generate a decline in an
individual's cognitive capability, i.e. emotion recognition (Dong, Simon, Gorbien,
Percak, & Golden, 2007).
Rostad, W., Medina, A. M., & Hurtig-Crosby, P. (2014). Fathers in the dorm room: The unique
influence of fathers and mothers on young adult functioning. Fathering: A Journal of
Theory, Research, & Practice About Men as Fathers, 12(1), 3-17.
http://dx.doi.org/10.3149/fth.1201.3
Fathers play a distinct role from mothers in college student's social and emotional
development. This article reveals the influence parental acceptance and rejection has
on social functioning. Moreover, it exclaims that fathers not only exert a 'unique

influence' on college students' emotional well-being, but also on how a college student
chooses to navigate their own 'social world'.