Understanding student stress: A qualitative approach

Abstract

The present study is a qualitative investigation of the stress experienced by a group of 27 third level students. An interactianal approach to student stress is explored, based on the primacy of student developmental needs. Stress is examined in terms of the meaning of stressful experiences for individuals. Experiences are considered stressful when they involve threats to self-adequacy, where self-adequacy is understood as a basic human need. The data collected in the present study consists of a series of interviews carried out with each of the students over a three month period. The analysis of data reveals a number of patterns of stress, with pattern~ of academic over-identification, parental conflict and social inadequacy particularly noteworthy. Gender differences with regard to the need for separateness and belonging are highlighted and the relationship between stress and developmental needs is reinforced.