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dc.contributor.authorMoore, Kathleen
dc.date.accessioned2013-09-04T17:38:35Z
dc.date.available2013-09-04T17:38:35Z
dc.date.issued2013-09-04
dc.identifier.urihttp://hdl.handle.net/10464/4955
dc.description.abstractThis is a study of education students’ conceptions of and experiences with academic stress and help-seeking. The study explored teacher education and Master of Education students’ academic stress by examining causes of academic stress and how these stressors affect students’ academic and university experiences. Stress-related help-seeking was also a focus of this study, and was explored using inquiries regarding where participants sought stress-related support. Additionally, exploring students’ use of the Internet for stress-related information or support was a goal of this study. These research goals were pursued using a qualitative methodology that applied grounded theory design. Consequently, data were used to develop a theory that would contribute to existing literature. Specifically, participant descriptions related to causes of and responses to academic stress aligned with Maslow’s (1954) theory of human motivation and Alderfer’s (1969) E. R. G. theory, and led to theoretical contributions that took a hierarchy of student needs and motivation into consideration.en_US
dc.language.isoengen_US
dc.publisherBrock Universityen_US
dc.subjectmental health, faculty of education, student stress, academic stress, help-seekingen_US
dc.titleExploring Academic (Di)stress and Help-Seeking in Faculty of Education Studentsen_US
dc.typeElectronic Thesis or Dissertationen_US
dc.degree.nameMaster of Educationen_US
dc.degree.levelMastersen_US
dc.contributor.departmentDepartment of Graduate and Undergraduate Studies in Educationen_US
dc.degree.disciplineFaculty of Educationen_US
dc.embargo.termsNoneen_US
refterms.dateFOA2021-08-08T02:04:05Z


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