The purpose of the current study was to gain a greater understanding of the daily demands that students experience and further examine the effects of those experiences on daily moods. Both work and educational demands were examined in terms of nervousness, loneliness, distress and fearfulness. This study was conducted using mixed methodology. Specifically, participants filled out an initial assessment along with a daily diary consisting of a brief survey for 21 days. Fiftythree non-traditional students, enrolled at least part-time, living with a significant other and at least 21 years of age, participated in the study. Results showed that as school demands increased so did distressed, scared and nervous moods. Increased work demands correlated with increased nervousness and loneliness. These results were thought to be related to role strain and a lack of feeling understood or supported at work. As this study was the first of its kind, it was groundwork for further research in the area of non-traditional student demands, stressors and the role of potential social support to alleviate some of these pressures.
Faculty sponsor: Deborah Brannan
