Person‐environment fit
Using commensurate scales to predict student stress
Bibliographic Data
| ID | 9615202 |
|---|---|
| Authors | Gerard J Puccio (0000-0002-0321-0981, Buffalo State University, corresponding author), Reginald J Talbot (University of Manchester), Andrew J Joniak (Buffalo State University) |
| Year | 1993 |
| Volume | 63 |
| Issue | 3 |
| Pages | 457-468 |
| Publication date | 1993-11-01 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | British Journal of Educational Psychology (JOURNAL) |
| Journal identifiers | ISSN: 0007-0998 • E-ISSN: 2044-8279 |
| Publisher | Wiley (PUBLISHER • GB) |
| DOI | 10.1111/j.2044-8279.1993.tb01071.x |
| PMID | 8292547 |
| OpenAlex | W1986104004 |
| Language | EN |
| Citations received | 2 |
The relationship between person‐environment fit and stress was examined for two samples of university students ( N =55 and 79). The Kirton Adaption‐Innovation Inventory (KAI) was modified to assess the students' perceptions of the adaptor‐innovator style required by their course, the styles they exhibited in the course, and their ideal style preferences. To ascertain fit, the KAI total scores and subscale scores (Originality, Efficiency, and Rule/Group Conformity) were used to classify students on three dimensions: (1) perception of what style their course required, adaptive or innovative; (2) congruence between the style the course required and the style they exhibited in the course; and (3) the magnitude of the difference, if any, between the required style and the exhibited style. Points two and three are measures of fit. The dependent variable was stress. Also the students' ideal style scores, KAI total and subscales, were substituted for the exhibited scores and the classification and analyses were repeated. Analysis of the total scores revealed that a course requiring adaptive behaviours was perceived as more stressful than a course requiring innovative behaviours. Similarly, an analysis of the Rule/Group Conformity scores revealed that the greater the conformity required the greater the stress. Also the less originality demanded in the course the greater was the perceived stress. For the KAI total scores and Rule/Group Conformity scores, the two measures of fit (incongruity and magnitude of the incongruity) were not related to stress. However, analyses of the Originality and Efficiency subscales supported the importance of the P‐E fit position. For both subscales, stress was associated with the magnitude of the difference between what was required in the course and what students exhibited in the course. Educational implications derived from these findings as well as recommendations for future research are discussed
Conformity · Developmental psychology · Originality · Perception · Stress (linguistics) · Style (visual arts) · Creativity in Education and Neuroscience · Emotional Intelligence and Performance · Learning Styles and Cognitive Differences · Psychology · Social Psychology
| Citations per year | 0.06 |
|---|---|
| Citation span | 1995 - 2023 (29) |
| Highly cited | No |