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PSY 4152 > MOD 2: Stress, mental health, and performance > Flashcards

MOD 2: Stress, mental health, and performance Flashcards

1
Q

Which is most strongly related to distress?
•A. Number of lifetime Criterion A traumas
experienced
•B. Number of daily stressors reported
•C. Number of Psychology lectures you listen
to per day
•D. Number of siblings you have

A

B. Number of daily stressors reported

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2
Q

students say that stressors make them

A

sad, anxious, irritable

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3
Q

community adults also say that stressors make them

A

sad, angry, irritable

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4
Q

More – stressors correlated with more negative daily

mood and mental health symptoms in UM students

A

daily

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5
Q

Among individuals who had never had a– –, those who had a stressful life event in a given month were
almost 10 times more likely to have a major depressive episode that month than those who did not have a stressful life event

A

depressive episode

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6
Q

were daily stressors or # of lifetime PTEs more related to negative mood and symptoms

A

daily stressors

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7
Q

are daily events or major events more related to mental health symptoms

A

daily .61

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8
Q

major life events can lead to what which can lead to symptoms

A

daily hassles

  • MLE (divorce) -> daily hassle ($) = distress (anxious)
  • Trauma (abuse) -. daily hassle = distress (sad, angry)
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9
Q

are interpersonal or noninterpersonal events related to distress

A

interpersonal

- argument with non family member largest

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10
Q

Students who are more depressed react more - to daily stressors

A

negatively

- students who scored higher on a measures of depression rated daily events more distressing

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11
Q

depressed individuals experience

A

more stressors

  • dependent events
  • symptoms of depression
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12
Q

Depressed individuals also experience more stressors

  • dependent events
  • symptom
A
  • due to persons own characteristics and behavior (interpersonal conflicts, being fired)
  • rather than independent (fateful)
  • pessimism, irritable, low energy
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13
Q

stress generation theory

A

People are not just passive recipients of stressful events; they play an active role in creating them
- Stress generation models rest on the general assumption that individuals vulnerable to or diagnosed with depression causally contribute to stressful life events.

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14
Q

if a person has more stressor exposures then they have more

A

anxiety, depression, anger

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15
Q
  • are daily or major events more related to distress
  • Do interpersonal or non interpersonal stressors have a greater impact
  • depression is related to perceiving the event as more
    people who are depressed also generate more — stressors
A

daily
interpersonal
stressful
dependent

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16
Q

Do UMN students say the get adequate or not adequate sleep

A

do not get adequate sleep, woke up feeling stressed

46% get 3 or fewer days of good sleep

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17
Q

NCHA study Many college students say sleep difficulties – affect their academic performance

A

negatively 22%

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18
Q

UMN health survey what % of students say that sleep difficulties affects academics

A

52%

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19
Q

students with better sleep say that are better able to

A

manage stress

82%

20
Q

Students say stress affects their

A

sleep, makes them tired, and gives them headaches

21
Q

Community adults also report – as a result of stress

A

fatigue

22
Q

when measured retrospectively what is the association between sleep and stress in college students

A

Small, negative association between stress and sleep in college students

23
Q

daily stressors and sleep UMN students

A

reported experiencing an average of about 3 stressors per day and slept an average of 7 hours per night

24
Q

did the number of stressors predicted the amount of sleep students were getting

A

Number of daily stressors significantly predicted a decrease in the total amount of sleep students received at nigh
- sleep decreased by 7 min

25
Q

Increase in total number of stressors also led to a slight decrease in that night’s – –

A

sleep quality.

26
Q

– is the factor students most often say affects their academic performance

A

stress

27
Q

Students who say stress negatively affects their performance have lowest

A

cumulative GPAs

28
Q

students who say that stress doesn’t affect their performance had the highest

A

GPA

29
Q

According to students, the most common ways that stress affects performance are

A
  • Trouble concentrating
  • Procrastinating
  • Feeling unmotivated
30
Q

Current perceived stress was - related to cumulative GPA across 8 studies

A

negatively

31
Q

How does the correlation between stress and GPA compare to other factors?
procrastination, conscientious

A
  • increase procrastination decrease GPA

- increase conscientious increase GPA

32
Q

at what part of the semester were more perceived stress at that led to poorer course performance

A

start -.31

33
Q

Students with - were significantly more likely to drop out of college by end of 2nd year

A

ptsd

47%

34
Q

relation between PTSD symptoms and dropping out was only significant for – students

A

female

35
Q

Among college women, more lifetime – – was associated with lower final term GPA

A

sexual victimization

36
Q

Among college women, more lifetime sexual victimization was associated with higher risk of

A

dropout

37
Q

Describe the relation between stress/trauma and academic performance and persistence in college students

A

Despite different methods, results consistently show that
stress and trauma are related to poorer academic
performance and lower retention

38
Q

In the Boyraz et al. (2013) study on PTSD and college retention,
•a. Students who reported more traumatic events reported lower grades
•b. Students who met criteria for PTSD were more likely to drop out of school
•c. PTSD symptoms were related to drop out for men but not women
•d. All of the above

A

Students who met criteria for PTSD were more likely to drop out of school

39
Q

Inverted U Theory of Stress

A

if you have to little of stress than you will not preform well
if it is too high you also wont preform well
you need an optimal level of stress to preform well

40
Q

Performance increases with physiological or mental arousal, but only up to a point. When levels of arousal become too high, performance decreases

A

Yerkes–Dodson law describes relation between ”arousal” and performance

41
Q

Mice learned more quickly at – rather than at low or high levels of shock

A

moderate

42
Q

Despite its appeal, only % of 52 studies of stress and

job performance supported the inverted U theory

A

4

43
Q

They argued that three study characteristics biased the results toward “stress is bad” theory

A
  1. Measures don’t capture stress levels below the optimal level
    • Common item –”workload too heavy” vs. workload is too
    light
  2. Term stress has a negative connotation
    • I feel a great deal of stress because of my job vs. my job is
    very challenging
  3. Samples often are selected because of high stress levels
    • Nurses (high) vs. truck drivers (low, monotonous?)
44
Q

Curvilinear relation between perceived stress and cumulative GPA

A

•At lower levels of stress, stress was positively
related to GPA
•At higher levels of stress, stress was negatively
related to GPA
•Stress = average level of stress over the past 30 days (1
= Not stressed at all to 10 = Vey stressed).

45
Q

Describe the inverted U theory of arousal/stress and

performance

A

Theory based on Yerkes-Dodson law that moderate levels of
arousal/stress are associated with better performance than low or high levels of stress (but original study did not assess stress or arousal)

46
Q

do studies support the inverted U theory

A

no

47
Q

In the Muse et al. (2003) review paper, approximately what
percentage of studies supported the inverted U theory of the
relation between stress and job performance?
•a. less than 10%
•b. 20-40%
•c. 40-60%
•d. more than 60%

A

less than 10%

PSY 4152 (6 decks)

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