ANNONATED BIBLIOGRAPHY

Akgun, S., & Ciarrochi, J. (2003). Learned resourcefulness moderates the relationship
between academic stress and academic performance. Educational Psychology, 23(3),
287-294. doi: 10.1080/0144341032000060129

This article proves that people high in learned resourcefulness are purported
to be better than others at controlling their negative emotions and managing stressful
tasks. Akgun and Ciarrochi hypothesized that highly resourceful students would be
more effective than others at protecting themselves from the adverse effects of
academic stress, and not allowing that stress to impact their grades. A sample of 141
first-year undergraduate students completed measures of academic stress and
learned resourcefulness. Their first-year grade point averages were obtained from
university records. Analyses revealed that academic stress was negatively associated
with academic performance. As expected, this negative association was moderated
by learned resourcefulness. High academic stress adversely impacted the grades of
low resourceful students but had no effect on high resourceful students. Akgun and
Ciarrochi discuss the implications of these findings for improving academic
performance.

This article provides examples as well as expert opinion that I can use our
research. This will provide us with evidence to support our claims about the presence
of stress in academic setting, more specifically, in a college setting.

Bray, & Kwan, M. Y. W. (2006). Physical activity is associated with better health and
psychological well-being during transition to university life. Journal of American
College Health, 55(2), 77-82. doi: 10.3200/JACH.55.2.77-82

The authors of this paper investigated vigorous physical activity,

psychological well-being, and self-reported illness during transition to first-year
university life in a sample of 175 Canadian undergraduates. At the completion of
first year of university study, participants completed retrospective measures
assessing vigorous physical activity, upper respiratory infectious illness (URI),
doctor visits, as well as measures of psychological well-being. Based on nationally
recommended (US Department of Health and Human Services) standards, 61% of
students reported engaging in adequate levels of vigorous activity during their first
year at university. The authors found no differences in URIs between sufficiently
and insufficiently active students. However, insufficiently active students scored
lower on psychological well-being and were twice as likely to have consulted a
physician regarding an illness compared with sufficiently active students.
 This paper helps our research by showing the relationship between active
students with vigorous physical activity and its effect to their psychological well-
being.

Carmack, C. L., Boudreaux, E., Amaral-Melendez, M., Brantley, P. J., & de Moor, C. (1999).
Aerobic fitness and leisure physical activity as moderators of stress-illness relation.
Annals of Behavioral Medicine, 21(3), 251-257.

This article reviews exercise as a moderator of the stress-illness relation and

examined by exploring leisure physical activity and aerobic fitness as potential
“buffers” of the association between minor stress on physical and psychological
symptoms in a sample of 135 college students. The goal was to gather information
regarding the mechanisms by which exercise exhibits its buffering effects. Carmack
and his fellowships have examined both physical activity and physical fitness in an
attempt to demonstrate this effect; however, whether both of these components are
necessary to achieve the protective effects against stress is unknown. This study
examined engaging in leisure physical activity and having high aerobic fitness to
determine if both were necessary for the stress-buffering effects or if one factor was
more important than the other.

This review helps us a lot in our research since its data suggested that
participation in leisure physical activity, most common during Physical Education
classes, is important to the stress-buffering effect of it.

Caudroit, J., Boiché, J., & Stephan, Y. (2014). The role of action and coping planning in the
relationship between intention and physical activity: A moderated mediation analysis.
Psychology & Health, 29(7), 768-780. doi: 10.1080/08870446.2014.884223

This study focused on the contribution of the extended theory of planned

behavior regarding intention to perform physical activity, adherence to physical
activity, and its mediator role in the relationship between trust in the physician and
adherence to physical activity, in a sample of 120 patients with type 2 diabetes. The
results revealed that positive attitudes and perception of control predicted a stronger
intention to do physical activity. Planning mediated the relationship between trust in
the physician and adherence. Implications for patients with type 2 diabetes are
discussed.
 This support our paper in claiming that physical activity, more common in
Physical Education classes, provides positive effect in psychological aspect of a
being.

Chen, C. P. (1999). Professional Issues: Common Stressors Among International College

Students: Research and Counseling Implications. Journal of College Counseling,
2(1), 49-65. doi: 10.1002/j.2161-1882.1999.tb00142.x

This study was conducted to international college students studying in North

America enduring substantial psychological stress in their daily lives. The nature and
function of stressors in the context of international college students' subjective
appraisal are discussed and analyzed using Lazarus and Folkman's (1984) concept of
stress. Recommendations for future research are outlined, and counseling
implications are provided.

This study helped us in identifying stressors in the context of college students'

subjective appraisal which we indicate in our paper.

El Ansari, W., & Stock, C. (2011). Feeling healthy? A survey of physical and psychological
wellbeing of students from seven universities in the UK. International journal of
environmental research and public health, 8(5), 1308-1323.
This study assessed perceived health status in addition to a range of physical
and psychological wellbeing indicators of 3,706 undergraduate students from
seven universities in England, Wales and Northern Ireland. El Ansari and
fellowships compared differences in these variables across males and females, and
across the participating universities. The data was collected in 2007-2008. A self-
administered questionnaire assessed socio-demographic information, self-reported
physical and psychological health data, as well as questions on health awareness,
health service use, social support, burdens and stressors and university study
related questions. They conclude that the level of health complaints and
psychological problems/burdens is relatively high and calls for increased
awareness of university administrators, leaders and policy makers to the health and
well-being needs of their students. The observed clustering effects also indicated
the need for local (university-specific) health and wellbeing profiles as basis and
guidance for relevant health promotion programme at universities.
This study supports our stand in this paper that the presence of activities in
Physical Education classes in universities helps in improving the physical and
psychological well-being of students, more specifically, producing a stress-ready
mental state to students.
Hassmen, P., Koivula, N., & Uutela, A. (2000). Physical exercise and psychological well-
being: a population study in Finland. Preventive Medicine, 30(1), 17-25. doi:
10.1006/pmed.1999.0597

This research found that regular physical exercise has been characterized as
a positive health behavior having physiological benefits. It may also yield
psychological benefits. The purpose of the present study was therefore to explore
the association between physical exercise frequency and a number of measures of
psychological well-being in a large population-based sample. A total of 3403
participants (1856 women and 1547 men) of the Finnish cardiovascular risk factor
survey, ranging in age between 25 and 64, completed questionnaires. Besides
answering questions concerning their exercise habits and perceived health and
fitness, the participants also completed the Beck Depression Inventory, the State-
Trait Anger Scale, the Cynical Distrust Scale, and the Sense of Coherence
inventory. The results of this cross-sectional study suggest that individuals who
exercised at least two to three times a week experienced significantly less
depression, anger, cynical distrust, and stress than those exercising less frequently
or not at all. Furthermore, regular exercisers perceived their health and fitness to
be better than less frequent exercisers did. Finally, those who exercised at least
twice a week reported higher levels of sense of coherence and a stronger feeling
of social integration than their less frequently exercising counterparts. The results
indicate a consistent association between enhanced psychological well-being, as
measured using a variety of psychological inventories, and regular physical
exercise.

The results on this research support our paper in indicating a consistent

association between enhanced psychological well-being, as measured using a
variety of psychological inventories, and physical activities, commonly associated
in Physical Education class.

Haugland, S., Wold, B., & Torsheim, T. (2003). Relieving the pressure? The role of physical
activity in the relationship between school-related stress and adolescent health
complaints. Research Quarterly for Exercise and Sport, 74(2), 127-135. doi:
10.1080/02701367.2003.10609074
This study evaluated the relationship between perceived stress and
psychological well-being as moderated by physical activity in college-age
participants. This research suggests physical activity relates to lower stress levels.
Additionally, research has found physical activity is connected with overall survey
collection suggest that physical activity, at least as operationalized in the study, does
 not moderate the relationship between perceived stress and psychological well-
being. However, perceived stress did have a significant relationship with
psychological well-being. Also, the interest and enjoyment motive for physical
activity was a significant predictor of physical activity participation. Lastly, students
who scored higher in positive affect were more likely to participate in physical
activity.

This helps our paper a lot because this research suggests physical activity,
more common in Physical Education class setting, relates to lower stress levels.

Nguyen‐Michel, S. T., Unger, J. B., Hamilton, J., & Spruijt‐Metz, D. (2006). Associations
between physical activity and perceived stress/hassles in college students. Stress and
Health, 22(3), 179-188.

This study reveals that physical activity associated during Physical

Education class is often recommended as a strategy for managing stress. Although
associations among physical activity, stress, and hassles have been documented
among adults and children, they have not been studied extensively in college
populations. This cross‐sectional study employed an ethnically diverse sample of
814 male and female students from three types of colleges in southern California to
examine the relationship between physical activity in Physical Education class
environment and two indices of stress. Anonymous paper‐and‐pencil
questionnaires were used to assess a number of psychosocial and behavioral
constructs, including perceived stress, hassles, and leisure time physical activity.
Significant gender, ethnic and college differences were found in levels of physical
activity, perceived stress, and hassles. Hierarchical linear models showed a
significant negative relationship between physical activity and hassles. Considering
the deleterious effects of stress and sedentary behavior on health, these results have
implications for lifetime physical and mental health.

This study support our claim in this paper that health promotion programs
like Physical Education classes for college students benefit from incorporation of
physical activity strategies to reduce stress.

Zaleski, E. H., Levey-Thors, C., & Schiaffino, K. M. (1998). Coping mechanisms, stress,
social support, and health problems in college students. Applied Developmental
Science, 2(3), 127-137.

This conducted research collected longitudinal data from a sample of 95

college freshman to investigate the degree to which personal beliefs and social
support moderate the contribution of college stressors to health-compromising
behaviors and to physical illness. Students who were of higher SES, lower in
religiosity, and who perceived less social support from their families in the fall
semester were more likely to be engaging in risky sexual behavior during the spring
semester. Students who perceived less social support from friends reported higher
amounts of alcohol use. Moreover, future time perspective, family support, alcohol
use, and sexual behavior interacted with stressful life events to predict reporting of
physical symptoms during the spring semester. When investigating the relation
between stress and symptom-reporting, future time perspective and physical
education were found to buffer the impact of stress on illness. On the other hand,
family social support and sexual behavior exacerbated the relation between stress
and symptom-reporting.

This study gives our paper a support in claiming that physical education can
buffer the impact of stress on illness