Campus Location

Abilene Campus (Residential)

Date of Award

5-2021

Document Type

Thesis

Department

Psychology

Degree Name

Master of Science

Committee Chair or Primary Advisor

Cherisse Flanagan

Second Committee Member or Secondary Advisor

Richard Beck

Third Committee Member or Committee Reader

Scott Perkins

Abstract

Due to the unprecedented and unexpected nature of the COVID-19 pandemic, there is little data to date that have investigated the impact on college students. The current study evaluated the relationships between resilience, social support, and distress levels among college students during the COVID-19 pandemic. One-hundred and ninety-one college students in a psychology course completed three measures assessing resilience, social support, and distress during the COVID-19 pandemic. The first hypothesis was that as social support increases, then resilience will also increase in a college population during a worldwide pandemic. A second hypothesis was that as resilience increases, then distress will decrease among this population. A third hypothesis was that as social support increases, then distress will also decrease among college students during the COVID-19 pandemic. To further evaluate the relationships between these constructs, it is hypothesized that resilience and social support will predict low distress levels in participants. There was a significant correlation found between resilience and social support. There were significant negative correlations found between resilience and distress and social support and distress. Results indicated that there was a collective significant effect between resilience, social support, and distress. Social support made a stronger contribution to distress than resilience. Resilience was not significantly predictive of distress while social support was significantly predictive of distress scores.

Creative Commons License

Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.

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