Early maladaptive schemas and their association with the mental health and academic experiences of psychology students

Dowsett, Sara

Abstract

This study evaluated the extent to which early maladaptive schemas are evident in a sample of 100 undergraduate psychology students. Schema theory is a central notion within psychology research which explains how knowledge and experience is cognitively stored, represented and used (Eisenberg, Gollust, Golberstein & Hefner, 2007). When individuals are exposed to certain types of early experiences, schemas can become heightened and can manifest in a more pervasive and maladaptive way (Young et al., 2003). Earlier negative relational experiences, in conjunction with complex psychopathology are often considered the contributing cause of the development of early maladaptive schemas (Mason, Platts & Tyson, 2005). Little research had been done on the role of prior early maladaptive schemas within the UK higher educational setting and how the presence of earlier life experiences might impact on such factors as academic experience, student mental health and academic-self efficacy in undergraduate psychology students.

A quantitative approach was used to examine the prevalence of EMSs among 100 undergraduate psychology students and identified how such findings are related to measures of anxiety, depression, psychology student experience and academic self-efficacy. The initial statistical examination was followed by an in-depth qualitative exploration and interpretative phenomenological analysis was used to explore the impact that negative earlier life events have had on the experiences of four undergraduate psychology students whilst studying at university.
Statistical analyses highlighted key early maladaptive schemas such as ‘self-sacrifice’ and ‘unrelenting standards’. The findings also explored the presence of severe anxiety symptoms (23%), depressive symptomology, psychology student experience and the impact of such factors on the ratings of academic self-efficacy. The qualitative findings provided examples of how negative childhood experiences have subsequent adverse consequences on student mental health and student experiences at university. The findings highlight specific characteristics of undergraduate psychology students and contribute towards the wider literature surrounding student mental health. Suggestions for future research position the present findings in the context of the wider concerns regarding student mental health, a topic of concern that is at the forefront of the political agenda (Brown, 2016; Mars et al, 2019). Schema theory and schema therapy may have a future role to play in the work of university counselling services in supporting student mental wellbeing.

Citation

Dowsett, S. Early maladaptive schemas and their association with the mental health and academic experiences of psychology students. (Thesis). University of the West of England. Retrieved from https://uwe-repository.worktribe.com/output/1490677

• Thesis Type: Thesis
• Publicly Available Date: Nov 19, 2019
• Keywords: Early Maladaptive Schemas, Psychology Students, Mental Health, University
• Public URL: https://uwe-repository.worktribe.com/output/1490677
• Award Date: Nov 19, 2019