Academic Stress Research Articles

Pediatric dentistry, prosthodontics, and oral and maxillofacial surgery residents' stress, career satisfaction, and gender-based discrimination/harassment.

Dental residents experience high stress in their demanding programs and gender-based harassment/discrimination can contribute to their stress. The objectives were to compare stress, satisfaction, experienced sexual harassment and observed discrimination of women in dental graduate programs with high, medium, and low percentages of women and to explore relationships between these constructs of interest. Note that, 112 pediatric dentistry (PD), 44 prosthodontics, and 56 oral and maxillofacial surgery (OMS) residents responded to a survey. PD residents had the lowest personal life-related stress (4-point scale with 4=very stressful: PD=2.99/P=3.67/OMS=3.56; p<0.001), faculty-related stress (2.68/3.66/3.03; p<0.001), lack of confidence-related stress (2.79/3.31/2.96; p<0.01) and academic stress (2.65/3.24/3.02; p<0.001), while prosthodontics residents had the highest stress levels. The average frequency of experiencing sexual harassment was highest for OMS residents and lowest for PD residents (5-point scale with 1=never: 1.15/2.62/2.74; p<0.001). PD residents observed least and OMS residents most frequently that female residents were treated less positively by other residents because of their gender (1.59/2.57/3.00; p <0.001). Prosthodontics residents had the lowest job satisfaction score (5-point scale with 1=lowest satisfaction: 4.12/3.14/4.20; p<0.001). The more frequently male and female residents experienced sexual harassment, the higher their personal life-related stress, faculty-related stress, lack of confidence-related stress, and academic stress, and the lower their career satisfaction, specialty content satisfaction, and stress-related satisfaction. Women's frequencies of observed gender-based discrimination were associated with higher stress and lower satisfaction, while men's frequencies of these observations were not associated with stress, but associated with increased satisfaction. Dental residents' stress, career satisfaction, experienced sexual harassment, and observed discrimination of women residents differ depending on the dental specialty program. Both male and female residents report more stress and less satisfaction the more they experience sexual harassment. The more women observe discrimination of women, the more stressed and the less satisfied they are. For men, the frequencies of these observations are not associated with stress, but positively associated with increased satisfaction.

Psychotic experiences in university students: prevalence, correlates and association with non-specific psychological distress

Introduction Subclinical psychotic experiences (PEs) are far more prevalent than psychotic disorders, with an estimated prevalence of 7.2% (Linscott &amp; Van Os. Psychol Med 2013;43(6) 1133-1149). PEs are particularly prevalent in late adolescence and young adulthood, when obtaining academic education is one of the main developmental tasks. University students are at the peak age of onset of mental disorders, and often experience high levels of social and academic stress that may contribute to the onset of psychopathology. Hence, estimating the prevalence and correlates of PEs among university students is particularly important.ObjectivesTo estimate the prevalence of PEs in a sample of Israeli students; assess whether rates of PEs differ by selected sociodemographic characteristics; and examine the association between PEs and non-specific psychological distress.Methods150 students from universities and colleges in Israel participated in a cross-sectional online survey. All students were over the age of 18 and were not diagnosed with psychotic disorders. Participants completed self-report questionnaires, including the Prodromal Questionnaire - Brief Version (PQ-B), Kessler Psychological Distress Scale (K10) and sociodemographic details. The PQ-B yields a score for the total number of items endorsed (range 0–21), and a total distress score (range 0–105). A cutoff of ≥8 distressing symptoms was used to identify participants at high-risk for psychosis.Results 21 participants (14.0%) reported 8 or more distressing PEs. PEs were more common in males and among those with a psychiatric illness (Table 1). PEs were not associated with marital status, religiosity, or immigrant status. While a greater number of PEs was positively associated with non-specific psychological distress (r=0.589, p&lt;.001), there was no association between distress caused by PEs and non-specific psychological distress (r=0.145, NS). Table 1.Sociodemographic characteristics by groupPEs-PEs+X2, pSexM29.5%52.4%4.32, .038F70.5%47.6%Marital StatusMarried17.1%23.8%0.56, NSUnmarried82.9%76.2%ImmigrantNo89.9%85.7%0.34, NSYes10.1%14.3%ReligiositySecular74.4%57.1%2.67, NSOther25.6%42.9% PsychiatricillnessNo87.6%61.9%8.87, .003Yes12.4%38.1%ConclusionsThe findings confirm that self-reported PEs are much more prevalent than clinically diagnosed psychotic disorders, particularly among young adults. As PEs were found to be associated with non-specific psychological distress, and as they are known forerunners for severe mental disorders, it is important to address mental health issues in school settings and promote prevention and early intervention programs.Disclosure of InterestNone Declared

Effects of Academic Stress on Students’ Academic Achievements and Its Implications for Their Future Lives

Effects of Academic Stress on Students’ Academic Achievements and Its Implications for Their Future Lives

Examining Cognitive Functioning and Academic Stress in High School Students Implications for Education and Well-Being

Abstract: Investigates the relationship between working memory, attention performance, academic stress, and mental health among high school students. Working memory and attention performance are fundamental cognitive abilities crucial for academic success. Through surveys and cognitive assessments, a sample of high school students underwent evaluation to gauge their working memory, attention performance, academic stress levels, and mental health status. The results suggest a significant association between working memory, attention performance, and academic stress levels. Students with lower working memory and attention performance tend to experience elevated levels of academic stress. Moreover, the study identifies a correlation between academic stress and mental health issues like anxiety and depression in high school students. This research underscores the importance of addressing cognitive functioning in educational interventions aimed at mitigating academic stress and promoting mental well-being among high school students. By enhancing working memory and attention performance through targeted interventions, educators and mental health professionals can potentially alleviate the adverse effects of academic stress on students' mental health, thereby cultivating a healthier learning environment conducive to academic success and overall wellbeing

Correlation of Academic Stress with Age and Academic Year Among Nursing Students at Private Nursing Institute, Karachi, Pakistan

Stress is a complex process when people interpret demands, restrictions, or possibilities as challenging their ability to cope effectively. Objective: To explore the correlation of academic stress with age and academic year among nursing students at the private nursing institute in Karachi, Pakistan. Methods: This cross-sectional analytical study was conducted from February to July 2023. A convenience sampling technique was utilized to approach study participants. A total of 206 nursing students were part of this study. Moreover, a reliable questionnaire was used for the data collection, consisting of demographic data, stress levels, contributing factors, and coping mechanisms. Results: This study revealed that 80.6% of nursing students had moderate and 14.1% had high academic stress. The study also identifies a significant association between academic year and age and academic stress (p-0.006) and (p-0.033). Conclusions: Educational institutions should develop specialized support programs because 80.6% of nursing students experience moderate academic stress and 14.1% experience high stress. Implement stress-management classes, counseling, and academic resources to assist students in handling the challenging tasks of their coursework. Students can be given valuable tools to handle academic stresses by including stress management techniques in the curriculum. These abilities include time management, study strategies, mindfulness, and relaxation techniques.

Distress Tolerance and Mental Health Problems among University Students

Academic stress is one of the major reasons which influence students’ mental health. Tolerance significantly contributes to managing academic pressure, a sense of competence, and parental and social expectations while lacking causes mental health issues. Objective: To explore the relationship between distress tolerance and mental health problems among university students. Methods: 500 students from different universities of Faisalabad. The age range of the participants covered the years 20 to 40. The sample was taken using a purposive sampling technique. The following measures were used to assess the findings i.e. demographic form, distress tolerance scale, depression, anxiety and stress scale were used to explore the relationship between distress tolerance and mental health problems among university students. Results: Findings indicate a significant relationship between distress tolerance and depression (r = -.182, P &lt; 0.01), distress tolerance and anxiety (r = -.243, P &lt; 0.01), and distress tolerance and stress (-.252, P &lt; 0.01) among university students. Conclusions: It is concluded that the level of tolerance significantly helps to overcome daily life stressors, anxieties, and depressive symptoms among the students.

Exploring the Diverse Impact of Music on Alleviating Academic Stress in University Students during the Post-Pandemic Era

Exploring the Diverse Impact of Music on Alleviating Academic Stress in University Students during the Post-Pandemic Era

Effect of Academic Stress on Depression in Adolescents: Mediating Effect of Self-esteem and Moderated Mediating Effect of Parental Monitoring

Effect of Academic Stress on Depression in Adolescents: Mediating Effect of Self-esteem and Moderated Mediating Effect of Parental Monitoring

Perceived Stress, Salivary Cortisol, and Temperament Traits among Students of Dental Medicine: A Prospective and Interventional Study.

Academic stress affects students' psychological and physiological well-being. Dental undergraduate programs are known for their demanding curriculum, leading to significant stress symptoms. The objective was to determine if salivary cortisol levels were higher in students exposed to academic stress, assess the relationship between stress severity/temperament and cortisol values, and explore relaxation technique effects. Salivary cortisol was measured at two time points for all participants: Before exams and during a relaxation period after summer break. A third measurement was conducted for students with high pre-test cortisol levels who received instructions on progressive muscle relaxation (PMR) before subsequent exams. Additionally, participants completed two questionnaires: Perceived Stress Scale (PSS) and Fisher's Temperament Questionnaire. The group analysis based on the PSS indicated that 39 participants reported high stress. Women demonstrated significantly higher stress than men (p = 0.042054). A significant difference in stress levels was observed between director and builder temperament types (p = 0.029276). Cortisol levels showed a significant decrease from the first measurement to the second measurement, and the third measurement after implementing PMR. The grade in the "Dermatovenereology" course correlated with stress level according to the PSS (k = 0.578467). Pre-test cortisol levels correlated with the frequency of using PMR guidelines during winter test periods (k = 0.416138). Stress negatively affects the immune system and poses health risks. Implementing stress reduction techniques in dental/medical education could benefit students and the healthcare system.

The Relationship Between Social Support, Self-Efficacy and Procrastination and Student Academic Stress in Distance Learning During the Covid-19 Pandemic

In the midst of the pandemic, changes in the education system at all levels have become a necessity. Face-to-face classroom learning has shifted to distance learning, utilizing various media tools such as Schoology, Zoom, and others. This change has brought significant impacts on students, one of which is the increased level of academic stress. Academic stress can be influenced by various factors, including self-efficacy and the tendency to procrastinate, as well as social support from the surrounding environment. The aim of this research is to examine the relationship between social support, self-efficacy, academic procrastination, and academic stress experienced by students during distance learning. This study employs a quantitative correlational method, involving 408 undergraduate students at Universitas Muhammadiyah Surakarta. Respondents were randomly selected using criteria that they had participated in distance learning during the COVID-19 pandemic. The collected data were then analyzed using multiple linear regression analysis. The results of the study indicate that social support, self-efficacy, and academic procrastination are correlated with academic stress, with a correlation coefficient (R) of 0.442 and an effective contribution of 19.6%.

Investigating the Interplay of Academic Stress, Anxiety, and Sleep Disturbances in College Students

Investigating the Interplay of Academic Stress, Anxiety, and Sleep Disturbances in College Students

Стресс учебной деятельности и учебная мотивация студентов с различным уровнем нейротизма

The current study allowed us to conduct a comparative analysis of the significance of various stress factors assessed by students with different levels of neuroticism and perceived by them as obstacles in the learning process. The study design includes the comparative analysis of two groups of students. We analyzed the relationships between indicators of subjectively assessed intensity of response to academic stress-factors and characteristics of academic motivation among these groups of students. We used the following questionnaires that allow respondents to assess the academic stress factors intensity: “Academic Motivation Scales” (Gordeeva, Sychev and Osin), “Eysenck Personality Inventory” (EPI). The study involved 156 people. It was found out that students with different levels of neuroticism have no significant difference in the severity of various types of academic motivation. But, at the same time, there are a number of differences in assessing the intensity of academic stress under the influence of certain stress factors. There are also differences in the structure of relationships between indicators of academic motivation and stress factors, depending on the emotional stability of the respondents. The results of the study can be useful for creating individual-oriented (taking into account the level of neuroticism) programs of psychological and pedagogical assistance to students striving for high-quality knowledge assimilation and improving their academic performance. On the basis of the obtained data, we can speak about the necessity to form a balance between the experience of the handling stress intensity, which arises as a result of a subjective assessment of the certain phenomena stressfulness during the study process, and the various types of academic motivation, which contribute to the development of professional competencies.

Dukungan sosial teman sebaya dan resiliensi dengan stres akademik pada mahasiswa rantau tahun pertama

The number of universities in Java Island and the uneven quality of universities in Indonesia have resulted in the tendency of students to travel. Both academic and other adjustments, culture shock, communication difficulties can cause stress and anxiety. This also happens to first-year students who are in the stage of emerging adulthood where students will experience transitions that cause change and stress. Among the factors believed to impact academic stress levels are peer social support and resilience. The present study aimed to investigate the relationship between peer social support, resilience, and academic stress among first-year students from regional areas. The research sample consisted of 395 first-year undergraduate students (S1) from the University of Muhammadiyah Malang who originated from areas outside Greater Malang. Accidental sampling was employed as the sampling technique. The sampling technique uses accidental sampling. The research design used was correlational with spearman correlation analysis techniques and multiple correlations using SPSS 24. The results showed that the value of sig. F change of 0,142 &gt; 0,05 means that there is no simultaneous or shared relationship between peer social support and resilience with academic stress. The implication of this study suggests that first-year regional students should actively maintain peer social support through frequent communication and engagement in campus activities to alleviate academic stress.

Impact of Academic Stress on Help-Seeking Attitudes Among Nursing Students of Kathmandu District

Background Depression, anxiety and stress are treatable conditions. However, a vast majority of people avoid seeking professional help. Interventions aiming to improve help-seeking attitudes among affected individuals, particularly within academic settings, often demonstrate limited efficacy. This study explores the relationship between academic stress and help-seeking attitudes among nursing students.MethodsA descriptive cross-sectional study was conducted among 300 nursing students in Kathmandu district using simple random sampling. Data were collected using the Depression Anxiety and Stress Scale (DASS21) and additional survey questions. Statistical analysis employed chi-square tests to explore relationships between variables.ResultsFindings indicated that 14% of respondents had mild depression, 30% moderate depression, and 8.7% severe depression. Similarly, levels of anxiety and stress were observed, with significant associations between depression and stress related to academics (p-value 0.002). Help-seeking preferences revealed that students were more inclined to seek support from friends or intimate partners.Conclusions This study highlights the prevalence of depression, anxiety, and stress among nursing students with notable associations to their academia. Importantly, the findings emphasize the need for tailored interventions to address mental health concerns and foster proactive help-seeking attitudes among students. Further research and targeted strategies are warranted to enhance the effectiveness of interventions in this context.

Psychological Immunity (Pi) in post-Covid era: A systematic review paper

This comprehensive review paper delves into the pivotal role of Psychological Immunity (PI) in preserving both mental and physical well-being by harnessing the power of psychological antibodies. By scrutinizing the intricate interplay between PI and various crucial factors such as attachment, social connections, adjustment, self-esteem, and the external environment, this paper aims to unravel the multifaceted dimensions of psychological resilience. The focus is particularly on adolescents and university students, who are often facing increased levels of stressors in the form of academic, societal, peer and family related stress along with the ever-present transitional role which demands a heightened understanding of Psychological Immunity. The methodology employed for this study involves a systematic review of pertinent research articles meticulously selected to align with the study's specific objectives. Through this rigorous approach, the paper synthesizes theoretical evidence, backed by empirical support from literature thereby offering a nuanced and comprehensive exploration of the relationship between PI and key aspects of individual well-being. As the discourse unfolds, the review not only sheds light on the theoretical underpinnings but also provides practical insights that contribute to the evolving landscape of psychological research. By bridging the theoretical and empirical realms, this paper contributes significantly to the discourse surrounding Psychological Immunity, emphasizing its significance as a dynamic and adaptive mechanism crucial for navigating the complexities of modern life especially for adolescents and young adults.

Irritable bowel syndrome and erectile dysfunction in medical students at a Peruvian university: an analytical cross-sectional analysis.

There is inconclusive evidence regarding the role of irritable bowel syndrome (IBS) in the development of erectile dysfunction (ED), especially among medical students due to high academic stress. To determine the association between IBS and ED in medical students from a Peruvian university in 2022. An analytical cross-sectional study was conducted with secondary data analysis on 133 medical students from a university in northern Peru during the 2021-II academic semester. The dependent variable was ED as measured with the 5-item International Index of Erectile Function, and the exposure variable was IBS as assessed with the Rome IV-Bristol questionnaire. The results were the prevalence rates of IBS and ED and the association of these variables. Of the 133 medical students surveyed, the median age was 22years (IQR, 19-24). The median score on the 5-item International Index of Erectile Function was 21 (IQR, 10-24). The prevalence of ED was 38.4% (95% CI, 30.05%-47.17%). Among the medical students 3% and 9% displayed moderate and severe ED, respectively, and 24.8%, 13.5%, and 24.1% showed moderate depressive, anxious, and severe symptoms. An overall 10.5% had IBS. Medical students with IBS had a 108% higher prevalence of ED than those without the syndrome (prevalence ratio, 2.08; 95% CI, 1.06-4.06). Other confounding variables were not significantly associated (P > .05). The results underline the importance of comprehensive sexual and mental health assessment, with an emphasis on the relationship between IBS and ED in medical students. Strengths include the use of validated and reliable instruments and rigorous biostatistical methods, and this is the first Peruvian investigation to explain the association between IBS and ED in medical students. Limitations include the cross-sectional design and nonprobability sampling, and there may be bias in applying the instruments. This study reveals a significant association between IBS and a higher prevalence of ED in these students.

A Comprehensive Analysis of Academic Stress among Students: A Review By IJISRT

Stress is undeniably a significant term with a profound impact, but it can be effectively addressed through minor adjustments in our daily lives. Stress affects individuals across various professions such as managers, financiers, government officials, administrators, politicians, and housewives. However, it is particularly prevalent among students in today's society. It is crucial to identify the root cause of stress in order to address it meticulously and develop efficient interventions. Stress is always perceived as a subjective process, influenced by an individual's personal analysis and response to a threatening event. It can lead to detrimental conditions such as depression, anxiety, and various other health issues. The increasing number of workshops, articles, and research reports on stress management reflects the growing number of stress- related cases in recent decades. This study focuses on the conceptual framework of stress, the causes of stress among students, and strategies for stress management. Additionally, it provides a comprehensive review of existing literature on the subject.

The Effectiveness of Resiliency Training on Academic Stress and Psychological Well-Being

The Effectiveness of Resiliency Training on Academic Stress and Psychological Well-Being

Exploring the Sources of Academic Stress and Adopted Coping Mechanisms among University Students

The primary objective of this research is to find out the origins of academic stress and the coping strategies employed by university going students. This research seeks to the find out the sources and causes of academic stress and explore the coping mechanisms adopted by students. This study utilizes a qualitative methodology. Thirty university students have undergone in-depth interviews (IDI). The data has undergone thematic analysis. Research findings uncover the various sources and underlying causes of academic stress among university students such as test anxiety, overloads of assignment, standards established by peers, lack of library resources, health issues during class tests and term final exams, virtual group discussions and works, unexpected course difficulty, clashes of deadline, difficulty regarding research proposal, lack of clarity in feedback. The study identifies and analyze coping strategies such as planning and prioritizing, study breaks, mindfulness and deep breathing, setting realistic goals healthy lifestyle choices, utilizing university resources use of time management apps and hobbies. The results are anticipated to provide valuable knowledge to both the academic community and student support services, assisting in the creation of focused interventions to tackle academic stressors and improve students' overall well-being. The primary objective is to establish a nurturing educational setting that promotes resilience and provides students with efficient techniques to effectively handle the difficulties encountered in higher education.

Adaptation and Validation of the Academic Stress Scale in the Italian Context: Latent Structure, Reliability, and Concurrent Validity.

The present study describes the Italian adaptation of the Academic Stressors Scale (E-CEA) of the Academic Stress Questionnaire, evaluating the relationships with general and domain-specific well-being and verifying the significant predictors and the amount of variance explained by the "non-intellective" academic competencies on the scores of student stress dimensions. The participants are 1305 students from all the different degree courses. The Italian version of the E-CEA, composed of 38 items, showed good psychometric properties both in terms of reliability and factorial structure with good fit indices. The 6 sub-dimensions, for the most part overlapping with those of the original version of the instrument, show good construct and concurrent validity as negative relationships were found with general and domain-specific well-being indices. With regard to the regressions performed, several dimensions of "non-intellective" academic competencies turned out to be significant predictors (with negative effect) with respect to the stress levels perceived in the academic environment by university students: in particular, time organization, emotional control, the ability to relate to professors and intrinsic motivation could decrease stress levels, while dedication to study and the tendency to involve one's parents in one's university career seemed to increase stress levels. Regarding the practical implications of the results, suggestions are provided in supporting the career paths of students to reduce risk factors for stress development and to promote academic well-being.