Academic Stress Management Research Articles

Hubungan antara Stres Akademik dan Kesehatan Mental pada Mahasiswa

This study aims to examine the relationship between academic stress and mental health in university students. Academic stress is often a factor that affects mental health, especially in students who face pressure in academic achievement. This study used descriptive and inferential quantitative approaches with a simple correlation method. A total of 100 active students are currently studying at universities in Indonesia. Data were collected through an online survey google form that measures the level of academic stress and mental health, and distributed through social media and then analyzed using the classical assumption test, Pearson correlation test, and hypothesis testing. The results showed that there is a significant negative relationship between academic stress and students' mental health (r = -0.440, p < 0.01), which means that the higher the academic stress, the worse the mental health condition of students. To meet statistical assumptions, the data underwent linear transformation, which clarified the relationship between the two variables. Although this study went well, there were some limitations, such as the unbalanced number of subjects between genders. Therefore, it is recommended that future studies consider sample balance as well as using longitudinal methods to strengthen the findings. This study makes an important contribution to efforts to improve students' mental health through better academic stress management.

Academic Mental Health and Stress Mindset among High School Students: Job Demands-Resources Model

Background: This study aimed to identify stress mindset as an intervention factor for academic stress management within the framework of the Job Demands-Resources Model. We investigated the role of a stress mindset in the relationship between academic demands, resources, burnout, engagement as academic mental health.Methods: From the perspective of academic interpersonal perceptions, 391 first- and second-year high school students were analyzed using a structural equation model consisting of observed variables with demands and resources from parents, teachers, and peers.Results: The low-stress mindset group showed a significant pathway from academic demands to academic burnout. The high-stress mindset group demonstrated pathways from academic resources to academic burnout and engagement.Conclusions: These findings highlight the significance of a stress mindset in enhancing the academic mental health of high school students.

Intervention strategies and counseling approaches for school-based academic stress management

The response of an individual when facing something can be classified as a form of stress; if it occurs in students who experience symptoms caused by academic activities that can cause stress, this can be classified as a form of academic stress. Counselors must provide intervention services to help kids manage their academic stress because this issue cannot be left untreated. This research aims to determine and analyze the approaches and techniques used in handling academic stress experienced by students. The method for carrying out this research is a literature review which is an activity of collecting, reading, studying, and researching the research topic. Data collection was assisted by the Publish or Perish 7 application with library sources via Google School, Science Direct, and the open-access journal directory. The results of the study show that the implementation of the intervention is carried out through individual counseling and group counseling services. Keywords: Academic stress; counseling approaches; counseling techniques; students.

Research on the Psychological Status and Countermeasures of Chinese College Students

With the development of society and the popularisation of education, the psychological health problems of Chinese college students are getting more and more attention. This thesis aims to study the psychological status quo and countermeasures of Chinese college students, and to provide reference for solving college students' psychological problems. Firstly, by analysing the psychological status quo of college students, it is found that the mental health problems of college students are widespread, which are mainly manifested as anxiety, depression, low self-esteem and so on. Secondly, by analysing the factors affecting the psychological problems of college students, it is found that academic pressure, employment pressure, family factors and social environment all have an impact on college students' psychology. Next, strategies for coping with college students' psychological problems are proposed, including school psychological counselling services, mental health education and publicity, academic stress management, employment stress management, family support and care, and social support and advocacy. Finally, the importance and methods of preventing and intervening in college students' psychological problems are discussed. Through the study of college students' psychological problems and the proposed countermeasures, it can help college students improve their mental health and promote their overall development.

Exploring female students' perceptions of the use of digital technologies in managing academic stress.

The purpose of this research is to explore the perceptions of female students regarding the implementation of digital technologies for academic stress management. We aim to determine if the contribution of these technologies could offer to female students a better management of the stress related to their studies and thus, a better deployment of strategies to cope with academic difficulties. A qualitative study using the focus group methodology was conducted. Our inductive and exploratory approach allowed us to focus on the experience and perception of eleven female students from the University of Mons. The cohort was divided into two groups according to their score on the Perceived Stress Scale-10. The data collected was analyzed using the thematic analysis of which allowed us to identify fourteen sub-themes divided into three axes: coping strategies used to manage academic stress, students' needs to improve their management of academic stress, and the implementation of technology for managing academic stress. Our results show that the issues present in the academic context lead students to use various coping strategies, some of which are harmful to their physical and mental health. The implementation of digital technologies and biofeedback seems to be an approach that could help students adopt more functional coping strategies and alleviate their daily difficulties in managing academic stress.

Measuring the Effectiveness of a Multicomponent Program to Manage Academic Stress through a Resilience to Stress Index.

In this work, we evaluate the effectiveness of a multicomponent program that includes psychoeducation in academic stress, mindfulness training, and biofeedback-assisted mindfulness, while enhancing the Resilience to Stress Index (RSI) of students through the control of autonomic recovery from psychological stress. Participants are university students enrolled in a program of excellence and are granted an academic scholarship. The dataset consists of an intentional sample of 38 undergraduate students with high academic performance, 71% (27) women, 29% (11) men, and 0% (0) non-binary, with an average age of 20 years. The group belongs to the "Leaders of Tomorrow" scholarship program from Tecnológico de Monterrey University, in Mexico. The program is structured in 16 individual sessions during an eight-week period, divided into three phases: pre-test evaluation, training program, and post-test evaluation. During the evaluation test, an assessment of the psychophysiological stress profile is performed while the participants undergo a stress test; it includes simultaneous recording of skin conductance, breathing rate, blood volume pulse, heart rate, and heart rate variability. Based on the pre-test and post-test psychophysiological variables, an RSI is computed under the assumption that changes in physiological signals due to stress can be compared against a calibration stage. The results show that approximately 66% of the participants improved their academic stress management after the multicomponent intervention program. A Welch's t-test showed a difference in mean RSI scores (t = -2.30, p = 0.025) between the pre-test and post-test phases. Our findings show that the multicomponent program promoted positive changes in the RSI and in the management of the psychophysiological responses to academic stress.

School-based intervention for academic stress management and school adjustment among industrial technical education students: Implications for educational administrators

The high level of academic stress and maladjustment in the school environment led to this study to investigate the management of academic stress and school adjustment among university students using rational emotive behavioral therapy. The study adopted a pretest-posttest control group design. A total of 97 students participated in the study and were measured using an academic stress scale and academic adjustment scale at 3 points. The results of the multivariate statistics indicated the improvement in the management of academic stress and academic adjustment among Industrial Technical Education students following their participation in the rational emotive behaviour therapy (REBT) treatment and those in the waitlisted control group (WCG) at 3 points. After the treatment, a second assessment shows that the REBT treatment had a significant effect on improvement in academic stress management and academic adjustment among Industrial Technical Education students and was subsequently sustained at follow-up assessment. It was also found that there is no interaction effect of groups and gender. This study suggests that the reduction in academic stress and improvement in the academic adjustment were due to exposure to rational emotive behavioral therapy. Therefore, school counselors should reach out to students that experiencing a high degree of stress and maladjustment and assist them using rational emotive behavioral therapy.

Relationships Self-Regulation Learning and Academic Stress First Year Students at Faculty of Nursing University of Jember

The increase self-regulation learning has an important role related to academic stress management. First-year students are faced with various academic rules and demands that cause first year students to be stressed. This research analyze the correlation between self-regulation learning and academic stress of first-year students of the Faculty of Nursing, University of Jember. This research method is a cross-sectional study of 126 first-year students using cluster random sampling techniques. Bivariate analysis using Kendall tau b correlation (α <0.05 CI = 95%). The research instruments used were Self-Regulated Learning (Cronbach Alpha = 0.864) and Educational Stress Scale for Adolescents (Cronbach Alpha = 0.849). The result of Kendall tau b correlation test results show p-value 0.015 (α < 0.05) and t = - 0.150. This study found that self-regulation learning correlated to academic stress first-year students of the Faculty of Nursing, University of Jember. The correlation results showed a negative relationship direction with very weak strength, the higher self-regulation learning, the lower level of perceived academic stress. From the results and conclusions, researcher hopes that of first-year nursing faculty students can make more efforts to improve self-regulation learning process as an effort to deal with various problems during the lecture period.

Academic Stress Management in E – Learning Era’: How self aware are tertiary students in Kerala

The purpose of this study is to find out the effects of E-learning platforms’ on the mental state of undergraduate students in Kerala. The subjects chosen for the study were 100 University undergraduate students (male-50, female-50) from various colleges studying in Kerala. A questionnaire was employed to elicit the response from students. For the purpose, ‘Self Awareness Inventory – 30’, a 30 item self-awareness questionnaire was distributed among the participants. The students were expected to rate themselves on coping with academic stress during the covid pandemic times. The result of the study revealed that there is a significant number of students experienced high academic stress in the pandemic learning environment.

Incorporating Human–Animal Interaction Into Academic Stress Management Programs: Effects on Typical and At-Risk College Students’ Executive Function

Implementation of university-based animal-assisted stress-prevention programs is increasing despite limited knowledge about impacts on students’ academic success. This randomized trial (N = 309) examined the effects of a 4-week stress-prevention program with varying levels of human–animal interaction (HAI) and evidence-based content presentations on students’ executive functioning (EF). Effects were examined while considering the moderating role of students’ risk status (N = 121), based on history of academic failure, suicidal ideation, mental health, and learning issues. Intent-to-treat analyses showed that at-risk students showed the highest levels of EF (Β = 4.74, p = .018) and metacognition (Β = 4.88, p = .013) at posttest in the condition featuring 100% HAI, effects that remained 6 weeks later (ΒGlobal EF = 4.48, p = .028; ΒMetacognition = 5.31,p = .009). Since evidence-based content presentations did not confer benefits for at-risk students’ EF, even when offered in combination with HAI, universities should consider providing at-risk students with targeted programs emphasizing exposure to HAI.

The Effectiveness of an Academic Stress Management Program based on ACT: Focused on University Students with Socially Prescribed Perfectionism and Trait Anxiety

The Effectiveness of an Academic Stress Management Program based on ACT: Focused on University Students with Socially Prescribed Perfectionism and Trait Anxiety

Randomized Trial Examining Effects of Animal Assisted Intervention and Stress Related Symptoms on College Students' Learning and Study Skills.

Animal Visitation Programs (AVPs) targeting college students’ stress and academic success have increased, despite limited research on academic outcomes. This randomized controlled trial (N = 349) examined the effects of incorporating levels of Human–animal Interaction (HAI) (0%, 50% or 100%) with therapy dogs in a four-week academic stress management program. Conditions included (1) Academic Stress Management (ASM) content only (0% HAI), (2) Human–animal Interaction only (100% HAI) and (3) equal combinations of ASM content and HAI (50% HAI). Intention-to-treat (ITT) analyses examined the effects of students’ risk status (N = 146; depression, anxiety, perceived stress, worry) and treatment condition on students’ learning and study strategies at posttest and follow-up. The results showed interactions between condition and risk status demonstrating higher posttest levels of WILL (i.e., anxiety, attitude, motivation) (Β = 0.582, p = 0.005) and SELFREGULATION (i.e., concentration, self-testing, study aids, time management) (Β = 0.501, p = 0.031) for at-risk students receiving equal combinations of HAI and content presentations. Moderation effects remained at follow-up (Β = 0.626, p = 0.005; Β = 0.630, p = 0.007). At-risk students receiving only HAI (100%) also showed higher levels of WILL at posttest (Β = 0.481, p = 0.021) and follow up (Β = 0.490, p = 0.038). University administrators should consider providing at-risk students with targeted programs with varying levels of HAI and ASM content, depending on the targeted academic outcome.

Academic stress management through framework and outcome-based learning

Stress is associated to personal inadequacies at work. Academic stress from facilitator-learner role ambiguity in learning process; grade and skill expectations from the employers is mostly ignored. United Arab Emirates (UAE) offers multi-disciplinary qualifications through many institutions to meet global employment. The study aims to assess the potential academic stressors resulting poor performance and learning stress in UAE and the support of framework/outcome-based learning in metacognition; reducing academic stress and anxiety by establishing an effective deeper learning experience. Through qualitative research method comparing the impact of outcome/framework-based teaching pedagogy among undergraduate students majoring business administration, the research reveals positive relationship between outcome-based learning and deeper learning reporting higher level of satisfaction, increased responsibility and achievement of cognitive abilities during the course. The research scope is limited towards analysing the National Qualification Authority (NQA) developed qualification framework of Emirates (QFE) as an ideal model to deliver outcome-based courses to undergraduate learners (level 7 in the QFE).

Academic stress management through framework and outcome-based learning

Academic stress management through framework and outcome-based learning

Evaluation of Undergraduate Students’ Responsiveness to a 4-Week University-Based Animal-Assisted Stress Prevention Program

An increase in the prevalence of stress among college students is compromising their mental health and academic success. One approach to stress prevention that has seen a surge in implementation is the use of university-based Animal Visitation Programs (AVPs). Despite their popularity and promising causal findings, program evaluations on students’ responsiveness (e.g., enjoyment, attendance, perceptions on usefulness and behavioral change) have yet to be conducted. Using a mixed methods approach, this study reports results of a program evaluation embedded in a randomized controlled trial examining the efficacy of incorporating various levels (0%, 50% or 100%) of Human Animal Interaction (HAI) into a four-week long university-based stress prevention program resulting in three conditions: (1) Evidence-based Academic Stress Management content only (0% HAI), (2) Human Animal Interaction with therapy dogs only (100% HAI) and (3) equal combinations of Academic Stress Management and HAI (50% HAI). Responsiveness (e.g., enjoyment, usefulness, recommendation and behavioral change) was assessed quantitatively and qualitatively using self-reported survey data collected immediately following the program and again six weeks later. The results suggest that combining evidence-based content presentations with HAI was associated with higher levels of enjoyment, perceived usefulness, and likelihood of recommendation compared to presenting content presentation or HAI alone, although doing so did not result in differences in perceived behavioral change by condition. Themes of students’ perceptions on the role of HAI in shaping program enjoyment, usefulness, recommendations and behavioral change were described.

Perceptions of healthy eating amongst Indian adolescents in India and Canada

IntroductionDietary patterns have contributed to the rising prevalence of overweight and obesity among Indian adolescents. Yet there are limited studies on their perspectives on healthy eating. The purpose of this study was to understand perceptions and attitudes of Indian-origin adolescents in India and Canada that may contribute to healthy eating behaviour. MethodsQualitative data collection and analysis of 13 focus group discussions (FGD) was conducted among 34 boys and 39 girls (total number of participants: 73) of different weight and socioeconomic status (SES) in rural and urban India, and urban Canada aged 11–18 years. ResultsAll adolescents perceived homemade foods, and foods high in vitamins, minerals and fiber as healthy. Rural Indian adolescents also identified contaminant-free food as important. Opinions differed regarding the health value of consuming meat, and amongst Canadian adolescents, the health impact of Western versus Indian diets. Identified benefits of healthy eating included improved energy for Indians, and disease prevention for Canadians and urban Indians. Identified barriers across all settings included peers; and availability, access and affordability of unhealthy foods. Urban Indians and Canadian girls also reported academic stress and lack of time as barriers. Canadian girls reported limited parental supervision during mealtimes as an additional barrier. Facilitators to healthy eating included parents, friends and personal preferences for healthy foods. ConclusionThis study suggests potential targets for family-based and school-based education programs and policies to improve dietary habits of Indian and Indo-Canadian adolescents which include, culturally focused nutrition education and guidelines, academic stress management strategies, parental education, food hygiene regulations and restriction on the sale and advertising of unhealthy foods.

ACADEMIC STRESS; A CONCEPTUAL UNDERSTANDING BASED ON AYURVEDIC PRINCIPLES

Children and academics are not exempted from stress. Academic stress is referred to as elements related to school, studies, family and others that potentially disrupt the physical and psychological homeostasis, besides hampers the performance in academics. It can even be detrimental if not well managed. Despite the loss of lives consequent upon poor academic stress management and resultant academic under achievement, academic stress is less researched.Psychotherapy is the current gold standard. Moreover, now-a-day, there is increase in number of children with stress manifestations seeking Ayurveda treatment at office practice and the reports show encouraging results. Many herbal drugs have been researched and established for anti stress activity.Thus understanding of stress through Ayurveda fundamentals is a step ahead in conceptualising academic stress that is not explicitly described in Ayurveda classics. This would pave way for better understanding of the condition and improvised management strategies. This article adapts concept of manas (mind) and medha (higher mental functions) as constructs to arrive at Chittodvega- entitle ofthe academic stress. Attempts are made to understand etiopathological basis of the condition based on concepts of prajnaparadha and of course tridosha to arrive at disease mapping through nidana(etiology), purvarupa (prodromata), rupa (clinical manifestation), upashayanupashaya (factors increase or decrease the conditions) and samprapti (pathogenesis). Researches on the same are used as evidences for the facts. Based on these, sadhyasadhyata (prognosis) of the condition, chikitsa siddhanta (management principles) and preventions could be derived.

Effectiveness of academic stress management programme on academic stress and academic performance among higher secondary students in selected schools of Udupi District

Abstract Problem statement: “A study to assess the effectiveness of academic stress management programme on academic stress and academic performance among higher secondary students in a selected school of Udupi district, Karnataka, India” Objective : To evaluate the effectiveness of academic stress management programme on academic stress and academic performance. Materials and Methods: Study was conducted among 96 subjects. Data were collected using Demographic Proforma and Academic stress Rating Scale. Academic performance was assessed by verifying existing school records of formative evaluation test conducted in the month of January and February 2013. Academic stress management programme was provided one hour per day for three consecutive days. Result: Data were analysed using t test and Wilcoxon signed rank test. Result showed a significant difference in pretest post test stress level and academic performance. Conclusion: The findings of the study indicated that academic stress management programme was effective in reducing academic stress but not in improving academic performance.