1. Joana Katter York University Toronto, Canada Presented at Health Psychology Lecture November 3rd, 2009 Gender differences in the relation between domain specific stress and social support from various sources

2.  People who have strong intimate links to others have better mental and physical health.  Emotional support is particularly effective in reducing stress and anxiety.  Student stress has health and academic consequences.

3.  Socio-cultural construct › Roles, behaviours, attributes and activities a particular society deems appropriate for men and women.  Gender is related to: › Stressors an individual experiences › The amount, type and sources of social support sought Gender

4.  Explore gender differences in: › Domain specific student stress › Social Support from multiple sources › Association between student stress and social support  Factor analysis of the Brief College Student Hassle Scale Purpose

5.  150 First Year University Students › 125 female, 25 male › Mean age: 18.8 Measures  Brief College Student Hassle Scale  Multidimensional Scale of Perceived Social Support

6.  Multidimensional Scale of Perceived Social Support (Zimet, Dahlem, Zimet, & Farley, 1988).  12-item measure (7 point scale) “There is a special person who is around when I am in need.” “I have friends with whom I can share my joys and sorrows.”  Alpha=.88

7.  The Brief College Hassles Scale (Blankstein, Flett, & Koledin, 1991).  20-item measure, spanning 9 different domains  7-point scale › Items include academic deadlines, future job perspectives, and relationships with family members.  Alpha=.81

8. Student Stress Academic Time Organization Job Prospects Program Requirements Academic Bureaucracy Academic Deadlines Family Rel with Mother/father Family Expectations Rel with Brother/Sister Noise Financial Security Money for necessary expenses Owing Money Romantic Rel with girlfriend/ boyfriend Contact with girlfriend/ boyfriend Work Rel with people at work Job Satisfaction Housekeeping Household/ dorm chores Preparing meals

9.  Academic › Program Requirements, Job Prospects  Family › Relationship with parents, family expectations  Financial › Financial Security, Owing Money  Romantic › Relationship with boyfriend/girlfriend  Work › Job Satisfaction  Housekeeping › Household/dorm chores

10. * * - p <.05

11. *

12.  Men › No correlation between social support from different sources  Women › Correlations between family support and Support from friends (r =.311), and family support and support from significant others (r =.328) › Correlation between support from friends and support from significant others (r =.340)

13.  Men › Emotional support from friends and work hassles ( r = -.408)  Women › Emotional support from family and family hassles (r = -.185) › Emotional support from significant others and romantic Hassles (r =.182)

14.  Unequal gender distribution  Only one type of social support assessed  Correlational Design  Factor Analysis › Small Sample › Need for a confirmatory factor analysis

15. Esther Greenglass Linda Cheng Noelia Vasquez Statistical Consulting Service

16. Joana Katter katterjo@yorku.ca