Perceived Stress Levels and Support of Student Disability Services
Bibliographic record
Abstract
Perceived stress of university students tends to be higher for students with disabilities compared to students without disabilities. Students with disabilities may therefore require campus support to manage additional stress they encounter. The current study investigated the relationship between students’ perceived stress levels and enrollment in university campus Disability Services for Students (DSS). Three groups of university students were studied: those without disabilities (n = 42), those with disabilities registered with DSS (n = 21), and those with disabilities not registered with DSS (n = 23). Three hypotheses were tested. First, students with disabilities would have higher overall perceived stress levels compared to students without disabilities. Second, students with disabilities who were not registered with DSS would experience a higher level of perceived stress compared to students with disabilities who were registered with DSS. Third, students with disabilities registered with DSS would have a similar level of perceived stress to students without disabilities. Student participants completed an online self-report survey containing the Perceived Stress Scale(Cohen, Kamarck, & Mermelstein, 1983). A one-way analysis of variance was conducted to investigate potential differences in perceived stress levels between the three groups. The results indicated that students with disabilities reported higher levels of stress compared to their peers without disabilities, yet DSS had no significant effect on perceived stress among students with disabilities. With these findings, we suggest that further research on the relationship between DSS and other academic factors, such as students’ grade point average, should be conducted.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.003 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.001 | 0.003 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.001 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".