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Studies in Higher Education Volume 45, 2020 - Issue 11
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Articles

Applying stress theory to higher education: lessons from a study of first-year students

James H. AmirkhanDepartment of Psychology, California State University Long Beach, Long Beach, CA, USACorrespondence[email protected]
,
Graham K. BowersDepartment of Psychology, California State University Long Beach, Long Beach, CA, USA
&
Christina LoganDepartment of Psychology, California State University Long Beach, Long Beach, CA, USA
Pages 2231-2244 | Published online: 15 Apr 2019

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Annemette Kjærgaard, Julie Buhl-Wiggers & Elisabeth Naima Mikkelsen. (2024) Does gradeless learning affect students’ academic performance? A study of effects over time. Studies in Higher Education 49:2, pages 336-350.
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Articles from other publishers (4)

César Merino-Soto, José Livia-Segovia, Marivel Aguirre-Morales & Filiberto Toledano-Toledano. (2024) Validity evidence for the coping strategy indicator-short version (CSI-S) among psychology students. Scientific Reports 14:1.
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Robert Scruggs, Emma Broglia, Michael Barkham & Charlie Duncan. (2023) The impact of psychological distress and university counselling on academic outcomes: Analysis of a routine practice‐based dataset. Counselling and Psychotherapy Research 23:3, pages 781-789.
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Damian J. Rivers. (2022) Stress Mediates the Relationship between Personality and the Affordance of Socially Distanced Online Education. Human Behavior and Emerging Technologies 2022, pages 1-12.
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Eija-Liisa Heikka, Pia Hurmelinna-Laukkanen, Outi Keränen & Pia Partanen. 2022. Well-Being in the Information Society: When the Mind Breaks. Well-Being in the Information Society: When the Mind Breaks 192 203 .

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