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Graduate School Stress, Dyadic Copin...

Segraves, Megan C.

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Graduate School Stress, Dyadic Coping, and Well-being in Asymmetrical Graduate Student Couples.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Graduate School Stress, Dyadic Coping, and Well-being in Asymmetrical Graduate Student Couples./
Author:	Segraves, Megan C.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2017,
Description:	101 p.
Notes:	Source: Masters Abstracts International, Volume: 56-04.
Contained By:	Masters Abstracts International56-04(E).
Subject:	Counseling Psychology. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10272791
ISBN:	9781369748154

Graduate School Stress, Dyadic Coping, and Well-being in Asymmetrical Graduate Student Couples.
Segraves, Megan C.

Graduate School Stress, Dyadic Coping, and Well-being in Asymmetrical Graduate Student Couples. - Ann Arbor : ProQuest Dissertations & Theses, 2017 - 101 p.

Source: Masters Abstracts International, Volume: 56-04.

Thesis (M.C.)--Arizona State University, 2017.

The demands and expectations of graduate school can be stressful for any student. Graduate students in a romantic relationship, in particular, contend with both individual and dyadic effects of graduate school stress, as stress has been found to be negatively associated with both individual and relational well-being. Asymmetrical graduate student couples, wherein one partner is in graduate school and the other is not, may be particularly vulnerable to relationship strain because of differences in their experience of graduate school. However, non-student partners can help the graduate student cope with stress through dyadic coping. This study sought to examine whether: a) there were associations between graduate school stress on individual (life satisfaction) and relational (relationship satisfaction) well-being, and b) whether these associations were moderated by positive and negative dyadic coping behaviors. Cross-sectional data from 62 asymmetrical graduate student couples were gathered using an online survey. Data were analyzed using Actor-Partner Interdependence Models (Kenny, Kashy, & Cook 2006). Separate models were conducted to examine overall associations between graduate stress and well-being, and additional analyses were conducted to examine potential moderation effects of perceptions of partner dyadic coping (actor effects) and partner self-reported dyadic coping (partner effects) on the overall associations between stress and life- and relationship satisfaction mentioned above. Results for the overall model suggested that graduate stress is associated with both individual- and relational well-being. Surprisingly, and against prior literature, positive dyadic coping did not buffer the negative association between graduate stress and well-being, and negative dyadic coping did not exacerbate the association. Implications of the findings for future research and for mental health counselors are discussed.

ISBN: 9781369748154Subjects--Topical Terms:

2122842
Counseling Psychology.

Graduate School Stress, Dyadic Coping, and Well-being in Asymmetrical Graduate Student Couples.
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500 $a Source: Masters Abstracts International, Volume: 56-04.
500 $a Adviser: Ashley K. Randall.
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520 $a The demands and expectations of graduate school can be stressful for any student. Graduate students in a romantic relationship, in particular, contend with both individual and dyadic effects of graduate school stress, as stress has been found to be negatively associated with both individual and relational well-being. Asymmetrical graduate student couples, wherein one partner is in graduate school and the other is not, may be particularly vulnerable to relationship strain because of differences in their experience of graduate school. However, non-student partners can help the graduate student cope with stress through dyadic coping. This study sought to examine whether: a) there were associations between graduate school stress on individual (life satisfaction) and relational (relationship satisfaction) well-being, and b) whether these associations were moderated by positive and negative dyadic coping behaviors. Cross-sectional data from 62 asymmetrical graduate student couples were gathered using an online survey. Data were analyzed using Actor-Partner Interdependence Models (Kenny, Kashy, & Cook 2006). Separate models were conducted to examine overall associations between graduate stress and well-being, and additional analyses were conducted to examine potential moderation effects of perceptions of partner dyadic coping (actor effects) and partner self-reported dyadic coping (partner effects) on the overall associations between stress and life- and relationship satisfaction mentioned above. Results for the overall model suggested that graduate stress is associated with both individual- and relational well-being. Surprisingly, and against prior literature, positive dyadic coping did not buffer the negative association between graduate stress and well-being, and negative dyadic coping did not exacerbate the association. Implications of the findings for future research and for mental health counselors are discussed.
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