Studying the Use of Thought Control Strategies for Academic Stressors among College Students

Abstract

This research studies the use of thought control strategies for academic stressors among college students. It involved standardized psychometric tests for quantitative measure of academic stress and strategies of thought control from a sample of 90 college students both at undergraduate and postgraduate level of different courses ranging from 17 years to 28 years collected through the means of online survey. Findings observed through Independent samples Kruskal wallis two tailed test analysis showed that worry and punishment as thought control strategy varied significantly with varying level of academic stress ranging from low to high, while social control, reappraisal and distraction used for thought control did not significantly vary between low, moderate and high academic stress suggesting the need to consider the complex interaction of worry and punishment thought control technique imperative to high academic stress. Theoretical framework included metacognition model, cognitive triad and ABC model by Albert Ellis supporting the background of the study. Practical implications highlight the potential baseline findings of the study supporting future therapeutic interventions, planning and assessments in educational institutions to cater for reducing the use of thought control strategies impeding effective regulation and enhancing academic resilience strategies replacing worry and punishment for thought control. Limitation such as sample diversity and contextual variability has been taken into account in this present study. Future research implications would be to consider a comprehensive approach for understanding the effect of general stressors along with academic stress affecting the dynamic interplay between the effects and utility of thought control techniques.