Academic Performance of College Student Servicemembers and Veterans
The Influence of Emotion Regulation, Self-Efficacy, and PTSD Symptom Severity
Bibliographic Data
| ID | 22158136 |
|---|---|
| Authors | David M Shirley (0000-0002-4508-1372, University of Utah), A J Metz, Allison Metz (0000-0002-0369-7021, University of Utah), Kent D Hinkson (0000-0001-8765-7184, University of Utah), Malisa M Drake-Brooks (0000-0002-2816-4643, University of Utah), Jennifer M Taylor (0000-0001-8595-8805, University of Utah), Salvia E Artman (0000-0002-9304-7195, University of Utah), Cassidy Burningham (University of Utah), Craig J Bryan (0000-0002-1582-4411, University of Utah) |
| Year | 2022 |
| Volume | 8 |
| Issue | 1 |
| Pages | 186-203 |
| Publication date | 2022-04-21 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Journal of Veterans Studies (JOURNAL) |
| Journal identifiers | ISSN: 2470-4768 • E-ISSN: 2470-4768 |
| Publisher | Virginia Tech Libraries (PUBLISHER) |
| DOI | 10.21061/jvs.v8i1.314 |
| OpenAlex | W4226125373 |
| Language | EN |
| Citations received | 1 |
| References cited | 32 |
Despite increases in fiscal and human resources dedicated to support college student service-members and veterans (CSSV), retention rates remain low with a little over half of this population completing a postsecondary degree. This low retention rate is often attributed to emotional and psychological difficulties associated with transitioning from the stress of military and combat-related environments to civilian life. The current study investigated potential factors related to the academic performance of 412 CSSV. Investigators examined structural models to test hypothesized relationships of independent variables consisting of emotion regulation strategies; college self-efficacy (CSE); regulatory emotional self-efficacy (RESE); and PTSD symptom severity as predictors for self-reported cumulative grade point average (GPA). Consistent with the study hypotheses, path analyses of three structural models demonstrated the influence emotion regulation strategies have on academic outcomes and PTSD symptom severity. Additional mediation models demonstrated cognitive reappraisal, college self-efficacy and regulatory emotional self-efficacy as having direct paths significantly predicting GPA and PTSD severity. Structural models did not produce significant mediation between emotion regulation strategies and GPA. However, both college self-efficacy and regulatory emotional self-efficacy partially mediated cognitive reappraisal and PTSD symptom severity. Implications and specific recommendations for promoting and maximizing the academic success of CSSV are discussed
Cognition · Cognitive reappraisal · Expressive Suppression · Mediation · Moderated mediation · Population · Psychiatry · Self-efficacy · Structural equation modeling · Clinical Psychology · Education and Military Integration · Healthcare professionals’ stress and burnout · Medicine · Posttraumatic Stress Disorder Research · Psychology · Social Psychology
Longitudinal analysis of the role of perceived self-efficacy for self-regulated learning in academic continuance and achievement.
The Validity of Self-Reported Grade Point Averages, Class Ranks, and Test Scores
Social cognitive theory of posttraumatic recovery
Academic self-efficacy and first year college student performance and adjustment.
A Preliminary Investigation of the Relationship Between Emotion Regulation Difficulties and Posttraumatic Stress Symptoms
Assessing regulatory emotional self-efficacy in three countries.
The Relations of Regulation and Emotionality to Children's Externalizing and Internalizing Problem Behavior
Psychometric properties of the PTSD Checklist for Diagnostic and Statistical Manual of Mental Disorders–Fifth Edition (PCL-5) in veterans.
Cutoff criteria for fit indexes in covariance structure analysis
The Posttraumatic Stress Disorder Checklist for DSM‐5 (PCL‐5)
The relationship between subjective sleep disturbance, sleep quality, and emotion regulation difficulties in a sample of college students reporting trauma exposure
Emotion regulation difficulties and posttraumatic stress disorder symptom cluster severity among trauma-exposed college students
Emotion regulation in undergraduate students with posttraumatic stress symptoms
Predicting school success
Tracking affect and academic success across university
Student service members/veterans on campus
Individual differences in two emotion regulation processes
Self-Efficacy and Hispanic College Students
Peer Support, Self-efficacy, and Combat-related Trauma Symptoms among Returning OIF/OEF Veterans
| Unique citing works | 1 |
|---|---|
| Citations per year | 1 |
| Citation span | 2025 - 2025 (1) |
| Citation velocity | recent |
| Highly cited | No |
| Citation types | Neutral: 1 |