College Students' Perceptions of Their Anxiety Experiences: A Mixed Methods Convergent Design

Autor/in	Tisher, Christina A.
Titel	College Students' Perceptions of Their Anxiety Experiences: A Mixed Methods Convergent Design
Quelle	(2019), (211 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, Saint Louis University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-3922-2248-5
Schlagwörter	Hochschulschrift; Dissertation; College Students; Student Attitudes; Anxiety; Student Experience; Definitions; Stress Variables; Student Reaction; Self Concept; Student Welfare; Quality of Life + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Collegestudent; Schülerverhalten; Angst; Studienerfahrung; Begriffsbestimmung; Schülerkritik; Selbstkonzept; Studentenseelsorge; Lebensqualität
Abstract	The purpose of this research study was to investigate university students' perceptions of their experiences of anxiety and its influence on the quality of their college experiences. Given the purpose of this study and the review of the literature, there were three primary research questions in this study. First, how do college students perceive their experiences of anxiety? Second, how do college students respond to their experiences of anxiety? Third, how do college students' perceptions and responses, captured with both qualitative and quantitative data, align with the Polyvagal Theory? In order to fulfill the purpose of this study, the most appropriate research design was a mixed methods convergent design with an emphasis on the qualitative component. Using this design, twelve participants were interviewed using semi-structured interviews, and the resulting qualitative and quantitative data was analyzed. Five themes emerged from this data. The first theme regarding participants' definitions and perceptions of anxiety indicated anxiety was defined in multiple ways among college students. A degree of disconnection existed between participants' use of terminology and their lived experiences. The second theme indicated participants' non-anxiety experiences included moments with others, being alone, and being free from expectations. The third theme reflected participants' life-stressors as academic, relational, and threats to physical safety. The fourth theme identified three primary types of anxiety experiences. DSM-V diagnostic categories were intentionally bracketed, the Polyvagal Theory was used as an organizing structure, and from this analysis, three primary types of anxiety were identified. The first type represented responses associated with the Polyvagal physiological state of mobilization. These responses reflected anxiety as a potential motivator to action. The second type represented gripping mobilization and immobilization characteristics, and were described as panic and shut-down responses. The third type of anxiety was defined by diffuse mobilization and immobilization characteristics, intense self-criticism and self-doubt, and diffuse actions taken in response to the anxiety. Additional analysis suggested the third type of anxiety was associated with shame. The fifth emergent theme identified suggestions to higher education administrators. The findings of this study have implications for programs and practices as well as future research. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01