Negative Affects The Relationship Between Social Support And Stress In College Students

The purpose of this article was to determine how positive and negative affect relate with perceived social support and stress in college students. It was hypothesized by the author that negative affect effects the relationship between social support and stress due to the students being depressed or unsatisfied, whereas positive affect does not change the relationship. As negative affect increases, the positive effect of social support on recognized stress decreases. A model sample of college students was obtained to engage in the study and a survey was designed to measure the social support from three sources, the degree an individual sees their life at, and the positive and negative affect for different moods. The results showed that social

The study used three different scales to measure this. The first was a Multidimensional Scale of Perceived Social Support (MPPS) using a 7- point Likert rating scale ranging from “very strongly disagree” to “very strongly agree” ranking family, friend, and significant other as social support. Higher scores indicated that more social support was perceived. Secondly, the shortened version of the Perceived Stress Scale was used in determining the degree that participants perceive their life to be at such as, uncontrollable, unpredictable, or burdening. The answers were based on a 5- point Likert scale ranging from “never” to “most often.” The higher score indicated higher anticipated stress. Lastly, the Positive and Negative Affect Scale (PANAS) consists of 10 items measuring positive and negative affect for two different moods. Students answered based on how they felt in the previous weeks based on a 5- point Likert scale. A high score in either “very slightly” to “very much” shows an increase in positive or negative affect. The data was collected in a classroom environment for the students. It was stressed to the participants that their responses were important, and the students were asked to check all responses in order to check the reliability and validity of the

The hypothesis went against this. Since positive affect is related to interaction instead of the quantity of interactions it is said that low positive affect involvement such as sadness does not reflect the quality of social skills. Students who are socially experienced having a low or high positive affect tends to not lead them to see a difference in their social support. Similarly, in the case of major experiences of stress the study shows that the students may need more medical or psychiatric help to provide social support for the