High Level Of Academic Stress Research Articles

Black, Low-Income Undergraduates’ Perceptions of Course-Related Factors Associated With Reduced Academic Stress at a Predominantly White Institution

Academic stress is a common struggle for learners of all ages. High levels of academic stress can sometimes relate to lower academic outcomes and higher attrition rates. Black college students at predominantly White institutions (PWIs) face unique stressors such as discrimination and imposter syndrome. Being low-income can carry added stressors associated with a lack of access to resources. Prior literature indicates that support and stronger relationships with faculty are associated with lower stress levels and higher academic success. The purpose of this study was to develop a better understanding of course-related factors that reduce academic stress among Black, low-income undergraduates at a PWI. Interviews with 19 Black undergraduates recruited from a department that servees low-income, first-generation students revealed a set of interrelated factors that produce greater feelings of support, relatedness, and competence, which aligns with a reduction in stressful experiences. A thematic analysis was used to create descriptive categories and produce a visual representation of these factors. Implications for university staff and faculty are discussed.

Status of and sociodemographic and psychological correlates of personality dysfunction among university students: a cross-sectional study

Purpose This study aims to examine the status of personality dysfunction and its sociodemographic and psychological correlates among university students in Jordan. Design/methodology/approach This study used a cross-sectional, descriptive-correlational design. It was conducted in Jordan targeting 440 university students using a structured format of online survey during the period January to February 2024. Academic anxiety, loneliness, personality dysfunctions and self-esteem were the used measures in this study. Findings Students had moderate levels of global personality dysfunction, low to moderate levels of perception of self-esteem toward themselves, moderate to high levels of academic stress and moderate levels of loneliness. The analysis showed a significant and positive association between academic year and personality dysfunction (p = 0.004). On the contrary, no significant relationship was detected between GPA and personality dysfunction (p = 0.073). Using regression analysis, the model that included all the variables was significant (F 6,439 = 8.67, p < 0.001). In this model, the analysis showed that loneliness in the relationship with family (B = 2.08, p < 0.001) and loneliness due to friendship (B = 1.20, p = 0.035) are significant risk factors for developing personality dysfunctions. Research limitations/implications One limitation of this study is related to the sample and the setting. The use of an online survey and convenience sampling techniques resulted in underrepresentation of the entire types of universities. Practical implications The research provides empirical insights into the association between personality dysfunction among university students and feelings of loneliness, which vary depending on students academic level. Additionally, academic anxiety and self-esteem were found to be associated with or predictive of personality dysfunctions among students. Social implications The current research enhances our understanding of the factors contributing to personality dysfunctions among university students. Connectedness to family and strong robust binding to friends served as protective against personality dysfunctions. Originality/value This study emphasizes the role of social relationships and psychosocial well-being in enhancing the mental well-being of university students.

Designing an Expert System for Evaluating Student Stress Levels: A Novel Instrument Using Backward and Forward Chaining Methods

Academic stress is a problem that students often experience, especially when completing final studies such as writing a thesis. This research aims to develop an instrument for measuring students' academic stress levels based on an expert system using forward chaining and backward chaining methods. The research method used is research and development (RD) with a Borg and Gall design which includes 10 steps. These steps include: (1) Research and information collecting, (2) Planning, (3) Developing a preliminary form of the product, (4) Preliminary field testing, (5) Main product revision, (6) Main field testing, (7) Operational product revision, (8) Operational field testing, (9) Final product revision, and (10) Dissemination and implementation. By following these steps, the research ensures a systematic and thorough development process, leading to a reliable instrument for measuring academic stress. The data collection instrument was the Guttman model academic stress scale (SSA) with 48 valid and reliable items (rxy = 0.785). Data was obtained from 319 IAIN Batusangkar student respondents which were processed descriptively. The results showed that 34.8% of respondents experienced high levels of academic stress, 32.6% moderate, and 32.6% low. Furthermore, this research develops a web-based expert system application to detect students' academic stress levels by using forward chaining, which starts from data to reach a conclusion, and backward chaining, which starts from a goal to verify it with available data. These methods ensure accurate stress level assessments. Through this technological approach, the research provides a comprehensive solution for managing and reducing student academic stress effectively and efficiently, with findings showing that the expert system significantly improves early detection and personalized stress management strategies for students.

Gambaran Tingkat Stres Akademik Mahasiswa Tingkat Akhir Prodi Kesehatan Masyarakat UNDANA

Academic stress is one of the stresses in college students. This type of research is descriptive quantitative research. This study aims to explain the description of the academic stress level of final year students of the Public Health Study Program. The population in this study was 770 and the number of samples used was 202 students using random sampling technique. The results of this study indicate that based on the academic stress level of final year students, most respondents experienced a high level of academic stress 97 respondents (48%). Respondents experienced high academic stress due to difficulty determining research themes, confusion about choosing to meet supervisors and pressure from parents. Based on the characteristics of the level of academic stress, most respondents experienced high academic stress that occurred at the age of 24 years (30.2%), because some respondents had the same academic stress when doing their final project. Respondents who are female experience high academic stress (71%), and high levels of academic stress occur in semester 14 (28.7%). Based on the characteristics of the level of academic stress that most respondents experience high academic stress that occurs on. Based on the factors causing the level of academic stress, most of them have a high score, namely frustration (57.92%), caused by difficulty determining the research theme and difficulty finding sources according to the research theme, conflict (58.42%) because it is difficult to determine the choice to complete the final project, pressure (58.42%), caused by pressure from parents, pressure (58.42%), due to pressure from parents, and pressure from lecturers to complete assignments on time, changes (54.46) due to respondents having difficulty adapting to the learning system which usually lectures according to the schedule of the lecturer but when doing the final project the time is irregular, and self-imposition (52.42%) due to respondents doing the final project by force so that they are easily tired and stressed.

Stressed Out: Identifying Inequities and Underlying Causes Associated With Pre-med Student Stress

Stress is among the top mental health concerns of US college students and hypothesized to be especially high among pre-med students. Yet, the extent to which pre-meds’ stress differs from other college science students’ stress, as well as the underlying factors contributing to pre-meds’ stress are understudied. Given that stress is disproportionately likely to impact students who are already underrepresented and underserved in science and medicine, it is integral to identify what underlies student stress. Study Objective: We conducted a sequential mixed-methods study to identify what factors exacerbate pre-med stress and the severity of pre-med stress compared to students who are not pre-med. Hypothesis: We hypothesized the competitive nature of being pre-med would account for the majority of pre-med stress and that their overall stress levels would be higher than those of their counterparts. Methods: In Study 1, we conducted an exploratory qualitative interview study with 30 undergraduate pre-meds to assess what aspects of being pre-med exacerbate their stress. We built on this work in Study 2, with a survey of 551 science undergraduates to (a) assess how generalizable the findings from Study 1 were among undergraduate pre-meds at scale and to (b) assess whether students with different career tracks express different levels of stress. Our specific research questions were: 1) On average, do students perceive that pre-meds have higher stress than non-pre-med science majors? 2) Do pre-meds report higher levels of academic stress, perfectionism, social comparison, and perceived competitive environment in science college courses? 3) What aspects of being pre-med induce stress? and 4) What recommendations do pre-meds have for instructors and institutions to decrease pre-med stress? We used open coding methods and regressions to analyze our data. Results: We found that most students perceived that pre-med students had higher stress than their peers. However, while pre-meds reported higher levels of social comparison, they did not express higher academic stress, perfectionism, or perceived competition compared to their peers in science. Regardless of career path, being a woman or non-binary, identifying as a person excluded because of their ethnicity or race (PEER), financially unstable and having a lower GPA significantly predicted a higher academic stress score. Aspects of the medical school application underlying pre-med stress include worrying about not being good enough or maintaining a competitive GPA. Conclusion: This study highlights the levels of stress among pre-meds do not differ compared to non-pre-med science undergraduates, but that women or non-binary students, PEERs, students who are financially unstable and those with lower GPAs are more likely to experience stress in the context of undergraduate science. This work provides student-produced recommendations for ways in which instructors and institutions can decrease the stress associated with being a pre-med student. This study was funded by an ASU Online Undergraduate Research Scholars program seed grant. Graduate student Mohammed is funded by an NSF GRFP #026257-001 and PI Cooper is funded by an NSF CAREER #2143671. This is the full abstract presented at the American Physiology Summit 2024 meeting and is only available in HTML format. There are no additional versions or additional content available for this abstract. Physiology was not involved in the peer review process.

The Impact of COVID-19 Fatigue and Pandemic Burnout alongside Academic Stress on the Gingival Health of Dental Students

Abstract Objectives Stress has delirious effects on gingival health. Dental students experience higher levels of academic stress during their education that requires clinical and patient management skills. Coronavirus disease 2019 (COVID-19) fatigue is a type of chronic stress that has put the population under high stress for an extended period of time. This study aimed to assess the impact of pandemic burnout and fatigue on the gingival health of academically stressed dental students. Materials and Methods This study compared junior (n = 20) and senior (n = 20) year dental students undergoing their final year exams. Gingival health was assessed by plaque index (PI), gingival index (GI), and modified papillary bleeding index (MPBI). Academic stress was measured by the dental environmental stress questionnaire, while COVID-19 burnout was judged by COVID-19 student stress questionnaire (CSSQ). Statistical Analysis Quantitative data were expressed as mean, standard deviation and median Student's t-test was used to compare two categories for normally distributed quantitative variables, while significance of the obtained results was judged at the 5% level. Results Gingival health evaluation revealed no significant differences in GI and PI; however, MPBI in juniors was more significant (p = < 0.001). Academic stress was significantly higher among seniors (p = 0.001); nevertheless, CSSQ showed low levels of stress toward the pandemic with no significant differences. Conclusion Gingival diseases are multifactorial in nature; stress is a biologically influencing factor as well. Despite the evidence of high academic stresses among dental students, the impact of COVID-19 fatigue on gingival health was inconclusive and slight differences were found between junior and senior-year dental students.

Deciphering the influence: academic stress and its role in shaping learning approaches among nursing students: a cross-sectional study.

Nursing education presents unique challenges, including high levels of academic stress and varied learning approaches among students. Understanding the relationship between academic stress and learning approaches is crucial for enhancing nursing education effectiveness and student well-being. This study aimed to investigate the prevalence of academic stress and its correlation with learning approaches among nursing students. A cross-sectional descriptive correlation research design was employed. A convenient sample of 1010 nursing students participated, completing socio-demographic data, the Perceived Stress Scale (PSS), and the Revised Study Process Questionnaire (R-SPQ-2F). Most nursing students experienced moderate academic stress (56.3%) and exhibited moderate levels of deep learning approaches (55.0%). Stress from a lack of professional knowledge and skills negatively correlates with deep learning approaches (r = -0.392) and positively correlates with surface learning approaches (r = 0.365). Female students showed higher deep learning approach scores, while male students exhibited higher surface learning approach scores. Age, gender, educational level, and academic stress significantly influenced learning approaches. Academic stress significantly impacts learning approaches among nursing students. Strategies addressing stressors and promoting healthy learning approaches are essential for enhancing nursing education and student well-being. Understanding academic stress's impact on nursing students' learning approaches enables tailored interventions. Recognizing stressors informs strategies for promoting adaptive coping, fostering deep learning, and creating supportive environments. Integrating stress management, mentorship, and counseling enhances student well-being and nursing education quality.

Latent profile analysis of depressive symptoms in college students and its relationship with physical activity

ObjectiveTo explore the classification of depressive symptoms in college students and the relationship between those symptoms and physical activity. MethodsA convenience sampling method was employed to enlist college students from Songjiang University Town in Shanghai to complete in the General Information Questionnaire, Patient Health Questionnaire-9, and Physical Activity Scale-3. ResultsA total of 3541 students were analyzed, averaging 19.34 years of age with a male composition of 53 %. The participants can be classified into four categories, namely: Group 1, which exhibits the most severe depressive symptoms, including suicidal ideation and cognitive symptoms (11.07 %); Group 2, which only manifests cognitive symptoms without suicidal ideation (14.35 %); Group 3, which presents mild depressive symptoms (23.61 %); and Group 4, consisting of normal college students (50.97 %). Students with strained family and interpersonal relationships, high levels of academic stress, and low frequency of social activities were at higher risk for detecting suicidal intention and cognitive symptoms. The level of physical activity was significantly higher in the normal group than in the other groups (all P < 0.001), and only the frequency of exercise was significantly different among the remaining three groups (χ2 = 14.716, P = 0.005). The detection rate of cognitive symptoms was significantly lower when exercising >3 times per week for 30–59 min (OR = 0.740, 95 % CI: 0.590–0.928; OR = 0.596, 95 % CI: 0.427–0.831).The detection rate of suicidal thoughts was significantly lower when exercising 2 times per month to 2 times per week or >3 times per week (OR = 0.585, 95 % CI: 0.404–0.847; OR = 0.392, 95 % CI: 0.258–0.595). ConclusionSuicidal ideation and cognitive symptoms can differentiate between various categories of depressive symptoms among college students. Engaging in physical activity serves as a protective factor against depressive symptoms among college students.

The correlation between academic stress, overactive bladder syndrome (OAB) and quality of life among healthy university students: A cross-sectional study.

This study aims to assess the presence of overactive bladder syndrome (OAB), academic stress, and their impact on quality of life (QoL) of healthy university students. A cross-sectional study recruited university students from different academic streams, between January 2021 to December 2021. Demographics, overactive bladder-validated 8 questionnaire (OAB-V8), International Consultation on Incontinence Questionnaire Overactive Bladder Module (ICIQ-OAB) questionnaire, and Perception of Academic Stress (PAS) scale were collected. The correlation between the variables was assessed using the Social Sciences Statistical Package (SPSS) version 21. Three hundred and 89 people met the inclusion criteria. There were 241 (62%) females, and 248 (63.8%) of the students were under the age of 22. Four academic streams were included: Engineering 96 (24.7%), Humanities 121 (31.1%), Medicine 85 (21.8%) and Nursing 87 (22.4%). OAB was found among 103 (26%) students. The mean OAB-V8 score was 5.8 ± 6.6. The mean PAS scale was 53.9 ± 9.4. The mean ICIQ-OAB score was 1.5 (0-9). Male gender 62 (60%), smoking 42 (40.8%), academic stream (Humanity 40 (38.8%)) and year (third and fourth-year students 34 (33%) and 33 (32%), respectively) have a statistically significant positive correlation with OAB (p < 0.001). Humanity stream (mean rank 169.2) and junior students (first and second years with mean rank of 174 and 177), respectively, had high level of academic stress and low PAS scale. There is a weak but statistically significant inverse correlation between OAB and the PAS scale (r = -0.211) (p < 0.001). OAB is prevalent among healthy university students and is directly related to academic stress. Both OAB and academic stress have impact on quality of life. We hope this study will help to raise awareness of OAB among university students to early identify and treat such a condition, avoiding unnecessary bother among healthy university students.

Factors Associated with Poor Quality of Sleep on Medical Students at Faculty of Medicine Udayana University

Background: Medical students are among the populations most vulnerable to poor sleep quality. This was a result due to the demanding schedule and extensive course material required of a prospective physician. Sleep problems may contribute to malpractice, burnout, and a decline in professionalism at work. For that reason, monitoring sleep quality becomes an important matter to optimize the use of future health services. Purpose: To identify factors contributing to poor sleep quality in medical students of the Faculty of Medicine at Udayana University. Methods: This study was a descriptive study with a cross-sectional approach in which data were gathered by distributing a questionnaire to medical students at the Faculty of Medicine Udayana University. SPSS was used to analyze data using both univariate and bivariate analysis. Results: This study was participated by 369 medical students at the Faculty of Medicine Udayana University in from academic year 2020, 2021, and 2022. The prevalence of poor sleep quality obtained from the statistics was 285 students 77,2%. This study looks into nine variables that are thought to be associated with sleep quality. Data analysis results indicated three factors were strongly linked with poor sleep quality which was sleep hygiene (p=0.000), academic stress (p=0.000), and caffeine consumption (p=0.014). Conclusion: Poor quality of sleep in medical students at the Faculty of Medicine Udayana University was found having important significancy (p&lt;0.05) with poor sleep hygiene, high levels of academic stress, and routine caffeine consumption. Keywords: sleep quality, medical student, sleep quality factors

CORRELATION OF ACADEMIC STRESS WITH OLIGOMENORRHEA IN FEMALE MEDICAL STUDENTS

Introduction: Oligomenorrhea is defined as an irregular menstrual cycle of more than 35 days or only experiencing 4 to 9 menstrual cycles in a year. According to research involving 12,964 women of childbearing age in China, it was found that 1,579 women (12.2%) experienced oligomenorrhea. Risk factors for oligomenorrhea are poor nutritional status, namely BMI &lt; 18.5 or ≥ 25, excessive physical activity, high levels of stress (around 20%), and late age at menarche. Various studies have found a relationship between stress and abnormal menstrual cycles. Objective: To determine the relationship between academic stress and oligomenorrhea in female students at the Faculty of Medicine, Widya Mandala Catholic University, Surabaya, Class of 2019. Method: Analytical observational research with a cross-sectional approach. The population for this research is all 7th-semester female students at the Faculty of Medicine, Widya Mandala Catholic University, Surabaya, class of 2019, with a total sample of 32 female students taken using simple random sampling. The independent variable is academic stress while the dependent variable is oligomenorrhea. The research instrument used a questionnaire. Data analysis used the Spearman Rank correlation test. Result: A total of 20 respondents (62.5%) experienced moderate levels of academic stress, 3 respondents (9.4%) experienced low levels of academic stress, and 9 respondents (28.1%) experienced high levels of academic stress. For the menstrual cycle from August to October 2022, 23 female students (71.9%) experienced normal menstrual cycles, and 9 female students (28.1%) experienced oligomenorrhea. The results of the Spearman Rank correlation test obtained a significance value of 0.023. Conclusion: There is a relationship between academic stress and oligomenorrhea in students at the Faculty of Medicine, Widya Mandala Catholic University, Surabaya, Class of 2019.

Variáveis tecnológicas preditoras do estresse acadêmico em estudantes de Enfermagem em tempos de COVID-19

Objective: to analyze which technological variables, derived from the use of electronic devices, predict academic stress and its dimensions in Nursing students. Method: analytical cross-sectional study carried out with a total of 796 students from six universities in Peru. The SISCO scale was used and four logistic regression models were estimated for the analysis, with selection of variables in stages. Results: among the participants, 87.6% had a high level of academic stress; time using the electronic device, screen brightness, age and sex were associated with academic stress and its three dimensions; the position of using the electronic device was associated with the total scale and the stressors and reactions dimensions. Finally, the distance between the face and the electronic device was associated with the total scale and size of reactions. Conclusion: technological variables and sociodemographic characteristics predict academic stress in nursing students. It is suggested to optimize the time of use of computers, regulate the brightness of the screen, avoid sitting in inappropriate positions and pay attention to the distance, in order to reduce academic stress during distance learning.

Technological variables predictors of academic stress in nursing students in times of COVID-19.

to analyze which technological variables, derived from the use of electronic devices, predict academic stress and its dimensions in Nursing students. analytical cross-sectional study carried out with a total of 796 students from six universities in Peru. The SISCO scale was used and four logistic regression models were estimated for the analysis, with selection of variables in stages. among the participants, 87.6% had a high level of academic stress; time using the electronic device, screen brightness, age and sex were associated with academic stress and its three dimensions; the position of using the electronic device was associated with the total scale and the stressors and reactions dimensions. Finally, the distance between the face and the electronic device was associated with the total scale and size of reactions. technological variables and sociodemographic characteristics predict academic stress in nursing students. It is suggested to optimize the time of use of computers, regulate the brightness of the screen, avoid sitting in inappropriate positions and pay attention to the distance, in order to reduce academic stress during distance learning.

Stress and coping strategy among coaching and non-coaching students in Kota: A comparative study.

About 1.5 lakh students study in over 100 coaching centers in Kota. There is a highly competitive environment, and students often land up in stress and even suicide. So, the estimation of the magnitude of this problem and timely intervention can be of great value to students. This study aimed to assess and compare stress and coping strategies used by coaching and non-coaching students studying in Kota. This cross-sectional study included 90 coaching and 90 non-coaching students fulfilling inclusion criteria that were specifically laid down for the study. A semi-structured specially designed pro forma, Scale of Academic Stress (SAS), and Coping Strategies Scale (CSS)-Hindi version were used. Appropriate statistical methods were then used to classify, tabulate, and analyze the collected data. In this study, it was found that of all coaching students, 44.45% were suffering from high levels of academic stress, 34.44% suffered from average and 21.11% reported suffering from low levels of academic stress. Likewise, among non-coaching students, 70% were suffering from low academic stress, 26.67% from average, and 3.33% from high levels of academic stress. It was also evident that the majority of both coaching and non-coaching students used a low level of active coping strategy (cognitive approach, behavioral approach, and cognitive behavioral approach) and a high level of avoidance coping strategy (cognitive avoidance and behavioral avoidance). There is a significantly high prevalence of stress among coaching students as compared to non-coaching students. Stress levels of greater severity were found to be more prevalent in female students, 12th-class students, those belonging to urban and middle-class backgrounds, and those whose stream was chosen by their parents. Both coaching and non-coaching students used the same type of coping strategies to cope with stress.

Effect of Hatha Yoga and meditation on academic stress in medical students—Clinical trial

IntroductionMedical students use to deal with high levels of academic stress. Hatha yoga and meditation have been found to reduce variables associated with stress. Objective: To evaluate and compare the effect of Hatha yoga and meditation on academic stress in medical students at a private university in Cali, Colombia. Methods and materialsA total of 27 volunteers were randomly divided into two groups: Hatha Yoga(n = 13) and Meditation (n = 14). Each group undertook two weekly one-hour sessions for 14 weeks. Study outcomes were salivary cortisol and perceived academic stress. Anthropometric and clinical variables were additionally measured as characteristics of the study sample. Perceived academic stress was estimated via a structured questionnaire. An intra-group analysis was also conducted to compare the outcomes at baseline and post-intervention within the groups. ResultsAt baseline demographic, clinical, and anthropometric variables were similar between the intervention groups. After the intervention, no differences were found between meditation and hatha yoga groups in salivary cortisol measures (time 0, 15, 30, 45 min, and mean of the 4 measures) and perceived academic stress. However, the intra-group analysis showed that only in Hatha yoga there was a significant increase in cortisol measures and improvement in the scale of perceived academic stress. ConclusionBased on the intra-group but not between-group comparisons of outcomes at baseline and post-intervention, Hatha yoga reduced perceived academic stress despite a concomitant significant increase in cortisol levels. Further trials with larger samples of medical students should be conducted to contrast our findings.

Should the Postgraduate Dental Curriculum Be Revamped? - A Stress Assessment Study

Dental education is widely regarded as a demanding experience. Information about the stress sources and their degree is crucial since it will aid in the development of appropriate interventional methods for the student's overall development. Thus, our study was aimed at assessing the different forms of stress that affect Postgraduate dentistry students, as well as their attitudes toward psychiatric therapies. The study was conducted on 93 postgraduate dental students at a dental institution in Mysuru, India, using a cross-sectional questionnaire-based survey format. The information gathered was statistically examined. The mean and standard deviation were used in the quantitative analysis. The mean of all stressor scores was compared between groups using an independent sample t-test and one-way ANOVA. The Chi-square test was employed to examine qualitative data. The overall stress level among postgraduate dental students was high. All the year students demonstrated a similar trend with a high level of academic stress followed by health-related and psychosocial stress. The academic stress increased as the year of study progressed. We discovered no differences in stress perception between male and female students. In addition, a notable proportion of the participants had a favourable attitude toward psychiatric therapy. Stress levels among postgraduate dental students were found to be high in our study. This indicates a need for upgrading the current postgraduate dental educational system to be less stressful. Keywords: Dental education, Dental students, Mental health, Post­graduation, Stress, Stressors

Elementary Students' Academic Stress in Distance Learning by Gender and School Environment

This study aims to reveal the academic stress experienced by elementary school students during the COVID-19 pandemic regarding the implementation of online learning from home. This research was conducted in Malang Raya by distributing questionnaires randomly with a total of 22 schools which were divided into 12 schools in urban areas and 10 schools in rural areas. The subjects were 236 students consisting of 103 male students and 133 female students. The instrument used is the academic stress scale developed by the researcher and has gone through the stages of validity and reliability. The lowest validity score is 0.363 and the highest validity value is 0.560 and the reliability score is 0.769. The data obtained show that the level of academic stress experienced by elementary school students in Malang Raya is in the low category of 98 students or 41.53%, then 126 students or 53.39% experience moderate stress, the rest are in the high category. experienced by 12 students or 5.09% of students only. Furthermore, if mapped based on rural and urban areas, the data obtained: from a total of 122 students who study in urban areas 9.8% experienced high levels of academic stress, 49.1% experienced moderate levels of academic stress and the remaining 40.9% students experienced academic stress at low level. Academic stress data obtained from students who study in rural areas are 0% of students experiencing high academic stress, 58.1% of students experiencing moderate level of academic stress, the remaining 41. 8% experienced a low level of academic stress. If mapped by gender, male students experience more academic stress than girls, although the difference is not too significant.

The Prevalence and Risk Factors of COVID-Stress Syndrome.

Background COVID-19 is a serious disease causing negative psychological effects such as nervousness, isolation, depression, and suicide ideation. The COVID Stress Scale was developed to better understand and assess COVID-19-related distress. University students are predicted to be negatively impacted by the COVID-19 outbreak due to their lack of psychological skills and high levels of academic stress. This study compares the prevalence of COVID stress syndrome (CSS) among university students in Syria and Jordan during the outbreak. The questionnaire used in the study covers multiple aspects and can be applied to future pandemics or infectious diseases. Methodology This is a cross-sectional study conducted in Syria and Jordan between September 1 and December 1, 2021, to evaluate CSS among university students. Data were collected from a convenience sample of 2525 students using a structured, validated, and published questionnaire. Ethical considerations were taken, and informed consent was obtained from participants. The questionnaire had two parts: participant characteristics and CSS. The data were analyzed using the Statistical Package for the Social Sciences (SPSS, IBM Corp., Armonk, NY), and the chi-square test was used to compare the CSS scale between the two countries. Result The study involved 2525 university students, mostly Syrian (63.6%) and Jordanian (36.4%), aged 18-24 (89.5%), and mostly single (95.6%). Over 50% of students lived in homes with three or more people. More than half reported good to excellent economic status; non-smokers accounted for over 50%. Regarding CSS, 39.8% had a high score, 28% average, 20% severe, and 12.2% low to mild. Jordanian male students and single Syrian students showed a higher probability of experiencing CSS symptoms. The number of people in the household, financial status, and field of study also played a significant role. Conclusion The COVID-19 pandemic has negative impacts beyond physical health, including the economy, education, and mental health. A stress scale has been developed to measure COVID-19 stress syndrome, which includes Danger and Contamination Fears (DAN), Socioeconomic Consequences Fears (SEC), Xenophobic Fears (XEN), Traumatic Stress Symptoms (TSS), and Compulsive Checking and Reassurance Seeking (CHE). Non-medical faculty students are more likely to acquire CSS symptoms than medical faculty students.

COVID-19-induced academic stress and its impact on life satisfaction and optimism. A panel study of Swedish university students between 2020 and 2022

ABSTRACT In this article, we analyse the level of and development in students’ academic stress due to the COVID-19 pandemic. We devote particular attention to students that first entered university in 2020, ‘the COVID cohort’, who had fewer opportunities to integrate in ways that theoretically should mitigate the impact of pandemic-induced disruption to their studies. Using four waves of data, collected 2020–2022, we find evidence of both pandemic and cohort effects among Swedish university students (N = 3138). During the pandemic’s first year academic stress due to COVID-19 increased regardless of pre-pandemic university experience. The stress, in turn, negatively impacted students’ life satisfaction, a factor theoretically linked to key student outcomes like persistence and academic performance but had limited effect on students’ long-term optimism. The COVID cohort expressed higher levels of academic stress and experienced a greater drop in life satisfaction compared to the most senior students (3 years or more), but largely overlapped with students with some university experience (1–2 years). These group differences persisted in spring 2022. Finally, we found that the higher levels of pandemic-induced academic stress in the COVID cohort were mitigated by experiences that foster academic and social integration, specifically by teacher support and social cohesion.

Assessing Academic Stress Level Among Undergraduate Pharmacy Students in Malaysia during COVID-19 Pandemic

Novel coronavirus disease-2019 (COVID-19) causes worldwide disruption affecting most of the university students. A sudden shift to e-learning worsens the academic stress faced by pharmacy students. The impact this change on pharmacy students stress level is not well studied. This study aims to examine the severity of academic stress among pharmacy students and the factors associated with it. A descriptive cross-sectional study was conducted among undergraduate pharmacy students in a tertiary university. An online validated self-administered questionnaire which has two sections: demographic data and academic stress level was distributed to the students’ personal emails. All the data collected were analyzed using SPSS version 26.0. Out of 102 pharmacy students participated in this study, 63.8% of the pharmacy students experienced moderate stress level followed by 23.5% of severe stress and 12.7% of mild stress. Students in year 1, as well as smoking, were two independent significant factors causing academic stress among students (p-value &lt; 0.05). This study highlights the high level of academic stress among pharmacy students especially first year students. Therefore, school management need to develop an effective counseling module to help students alleviate academic stress.