Coping Strategies That Will Help Attenuate Stress Levels
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Grading Rubric for Research TopicPoints PossiblePoints GivenResearch QuestionResearch Question is Clear (4 point)Independent Variable Operationally Defined (4 point)Dependent Variable Operationally Defined (4 point)Population of Interest Makes Sense (4 point)Experiment Paper 1: Abstract (4 point), Description (4 point), and Explanation (4 point)Experiment Paper 2: Abstract (4 point), Description (4 point), and Explanation (4 point)Experiment Paper 3: Abstract (4 point), Description (4 point), and Explanation (4 point)Experiment Paper 4: Abstract (4 point), Description (4 point), and Explanation (4 point)Experiment Paper 5: Abstract (4 point), Description (4 point), and Explanation (4 point)Experiment Paper 6: Abstract (4 point), Description (4 point), and Explanation (4 point)Review/Meta-Analysis Paper 1: Abstract (4 point), Description (4 point), and Explanation (4 point)Total (100 points)Research Question: What cognitive coping strategies can be examined and how do their effectiveness help college students succeed in reducing diverse array of stress?  Independent variable: Cognitive coping mechanisms that require attention toward stressDependent variable: Examine the effectiveness of the utilization of various cognitive coping strategies by measuring and comparing pre- and post-test change of scores for the following sets of stress (perceived, academic, cognitive, psychological and physiological.Population of interest: college students (age 18-21 years old)Brief summary of the study: College students were my chosen population of interest because college or university is where students suddenly face unfamiliar environment, intense course work, and the loss of resources (such as family, friends, and safe zone). Critical issues regarding stress should be address because of the overwhelming influx of stressor and negative consequences— experienced from excessive stress levels— continue to be evident in college students. With stress identified as a primary contributor to mental health problems (such as memory reduction and other cognitive impairment), it is advised to intervene early in college career and provide opportunities for a larger number of students to have access on various cognitive coping strategies that can have high impact on their college experience and well-being. Coping is defined as “encompasses cognitive and behavioral efforts to reduce or eliminate stressful conditions and associated emotional distress” (Holahan, Moos, & Schaefer, 1996, p. 25). My proposed study would be to select large sample of students from different majors and different college levels, then randomly assign them into two groups: cognitive coping strategy and control group. A series of multiple experiments will be conducted to evaluate the hypothesis (cognitive coping strategies will succeed in reducing stress in college students), and overlook the association between the independent and dependent variables. Data will be collected and will then be compared between the coping intervention and the control intervention to see if there are evident information that would support the hypothesis.
Given the high levels of stress and related problems experienced by many col-lege undergraduates (Higher Education Research Institute, 2010; Hunt & Eisen-berg, 2 010)Given the high levels of stress and related problems experienced by many col-lege undergraduates (Higher Education Research Institute, 2010; Hunt & Eisen-berg, 2 010)Given the high levels of stress and related problems experienced by many col-lege undergraduates (Higher Education Research Institute, 2010; Hunt & Eisen-berg, 2 010)Given the high levels of stress and related problems experienced by many col-lege undergraduates (Higher Education Research Institute, 2010; Hunt & Eisen-berg, 2 010)Given the high levels of stress and related problems experienced by many col-lege undergraduates (Higher Education Research Institute, 2010; Hunt & Eisen-berg, 2 010)Given the high levels of stress and related problems experienced by many col-lege undergraduates (Higher Education Research Institute, 2010; Hunt & Eisen-berg, 2 010)Given the high levels of stress and related problems experienced by many col-lege undergraduates (Higher Education Research Institute, 2010; Hunt & Eisen-berg, 2 010)Given the high levels of stress and related problems experienced by many col-lege undergraduates (Higher Education Research Institute, 2010; Hunt & Eisen-berg, 2 010)Given the high levels of stress and related problems experienced by many col-lege undergraduates (Higher Education Research Institute, 2010; Hunt & Eisen-berg, 2 010)Experiment Paper 1: Baker, N. C. (2013). Does daily meditation or coherent breathing influence perceived stress, stress effects, anxiety, or holistic wellness in college freshmen and sophomores?. Dissertation Abstracts International, 73. Retrieved Abstract: This randomized pilot intervention study examined the influence of two self-regulatory techniques, coherent breathing and meditation, in reducing perceived stress and anxiety scores, and increasing holistic wellness scores in college freshmen and sophomores. Too much stress is well documented throughout the literature to have adverse effects on physical, mental and spiritual health. Stress has been identified by college students as a barrier to academic performance. Both coherent breathing and meditation inhibit the secretion of stress hormone production responsible for the persistent state of sympathetic dominance experienced with daily living. A total sample of 37 Boston College freshmen and 3 sophomores was recruited for random assignment into three groups, meditation, n=14, coherent breathing n=14, and reading group as a control, n=12. The instruction of the intervention techniques was conducted through an 8 hour weekend workshop on two dates, October 2010, and September 2011. Participants were asked to practice their respective techniques daily for three weeks. All groups met once weekly throughout the duration of the study. Univariate ANOVA was conducted on pre and post-test change of scores for the following instruments: Cohens Perceived Stress Scale (PSS), Speilbergers State-Trait Anxiety Index, (STAI), and the Mind Body Spirit Wellness Behavior Characteristic Index (MBS-WBCI). The two self-regulatory stress management techniques of coherent breathing and meditation demonstrated positive effects for this self-selected small sample of freshmen and sophomores at Boston College. Participants of both intervention groups experienced reductions in perceived stress, state and trait anxiety scores, as well as increases in holistic wellness scores, as compared with controls. The favorable results achieved from this study strongly support future research investigations with larger samples and expanded populations. The implementation of mandatory college life skills courses incorporating these techniques could advance the potential for evaluating these techniques in a true randomized sample. The college environment provides an ideal opportunity for introducing prevention and early intervention techniques addressing mental health issues for students in their formative years.