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Direct linkGarriott, Patton O.; Nisle, Stephanie – Journal of Diversity in Higher Education, 2018
This study examined stress, coping, and perceived academic goal progress among first- (n = 363) and continuing-generation (n = 325) college students. Stress was significantly related to institutional supports for first- but not continuing-generation students. In addition, institutional supports explained the relation between stress and perceived…
Descriptors: Anxiety, Coping, Academic Achievement, Student Educational Objectives
