Level Of Academic Stress Research Articles

Level of Academic Stress Among B.Sc. Nursing Ist Year Students, Jammu

Background: Academic Stress can have an impact on a student’s academic performance which can be both positive and negative effects depending on its severity and how students perceive it. Minimal level of academic stress can lead to positive outcomes such as motivation and improved task performance while severe stress can result in anxiety, depression, social dysfunction and even suicidal intention 1. Academic stress is something to be managed rather than eliminated. To manage stress properly it is necessary to understand its antecedents as well as consequences 2. Aim: Assess the level of academic stress among B.Sc Nursing 1st year students. Materials and methods: A quantitative research approach, descriptive research design was adopted for this study. Samples of 50 B.Sc Nursing 1st year students were selected by using purposive sampling technique. Self-structured 5-point Likert scale was used to assess the level of academic stress. The data was analyzed by using descriptive and inferential statistics i.e. frequency and percentage, mean, standard deviation and chi-square. Major findings of the study: It is found that among 50 B.Sc. Nursing 1st year students, 56% (28) had moderate stress, 28% (14) students had severe stress, 14% (7) had mild stress and 2% (1) had extreme stress. Statistical analysis showed that mean of B.Sc. Nursing students level of academic stress was 3.180 and Standard deviation was 0.690. Association between the levels of academic stress and socio demographic variables showed that there was a significant association between levels of academic stress among B.Sc. Nursing 1st year students with parent’s education. Conclusion: Academic stress may adversely affect the performance and their health condition. So, it is very important to arrange some workshops at the beginning of each semester and schedule for extra-curricular activities like practicing yoga, meditation, physical exercise etc 3. Thus, the students will be able to learn how they can overcome their stress while studying. Through effective counselling, counsellors and also psychologists can help the students to reduce the stress and motivate them for better academic performance.

Cognition improvement strategies, study behaviours and stress among medical students of Dow University of Health Sciences: A cross-sectional study.

To determine the effects of cognition improvement strategies on academic performance, stress and sleep quality of medical students. The cross-sectional study was conducted at the Dow University of Health Sciences, Karachi, from March 2019 to March 2020, and comprised medical students regardless of gender and academic year. Academic performance was assessed through grade point average, while stress and sleep were assessed using the Perceived Stress Scale and Pittsburgh Sleep Quality Index. Data was analysed using SPSS 25. Of the 770 subjects, 748(97%) formed the final sample with mean age 20.32±1.49 years; 619(82.7%) females and 129(17.2%) males. Overall, there were 655(87.6%) consumers of cognitive enhancers and 93(12.4%) non-cunsumers. The mean Pittsburgh Sleep Quality Index score of consumers was 6.05±3.306, while that of non-consumers was 5.80±3.701. The respective mean Perceived Stress Scale scores were 21.18±6.09 and 20.5±6.8. There was no significant association of consumption of cognitive enhancers with academic performance and stress levels (p>0.05), but it was significant with sleep quality (p<0.05). Majority of the students were found to be consuming cognitive enhancers, but no significant association of the stimulants was found with either academic performance or stress.

Perceived Academic Stress, Causes, and Coping Strategies Among Undergraduate Pharmacy Students During the COVID-19 Pandemic.

BackgroundAcademic stress is a common problem among medical students, and the COVID-19 health crisis lockdown further worsened it. High academic stress has a negative impact on students learning and overall performance.ObjectiveTo assess perceived academic stress, causes, and coping strategies among undergraduate pharmacy students during the COVID-19 pandemic.MethodsA descriptive cross-sectional study was conducted among undergraduate pharmacy students at the University of Khartoum. Data were collected from randomly selected participants using three validated self-administered questionnaires; perceived stress scale, study habits inventory, and mental health inventory. Data were analyzed using SPSS software, and descriptive statistics and chi-square were employed.ResultsThe response rate in our study was 99.6% (251/252). About 87% of the participants were females. The majority of participants (92%) experience academic stress, with a mean score (24.99 ± 5.159), the level of academic stress ranging from low (4.3%), moderate (73.2%), to high (22.5%). Approximately 80% of the percipients reported academic stress during all exam times with a mean score (25.33 ± 4.976). The level of academic stress was significantly associated with participants’ gender (P-value: 0.042), and living conditions (P-value: 0.001). The most common factors that were significantly associated with academic stress were difficulty in remembering all that is studied (66.7%, P=0.006) and worrying about the exams (54.1%, P=0.011). Moreover, the most frequent strategies used to cope with academic stress were praying (84.4%) and maintaining some control over the situation (61.9%).ConclusionThe study revealed a high prevalence of academic stress among percipients. Academic counseling, monitoring of mental status, and implementation of stress reduction programs are highly recommended.

Investigation of the effect of group counselling based on schema therapy on academic expectation stress in high school students

AbstractThis research is a preliminary evaluation study to determine whether group counselling based on schema therapy has an effect on academic expectation stress in high school students. In this study, a 2 × 3 split‐plot design was used. The Academic Expectation Stress Inventory was applied for data collection purposes. The effect of group counselling based on schema therapy on academic expectation stress was tested using a two‐factor ANOVA for mixed measurements. As a result of the analysis, the intervention*time effect was found to be significant with regard to academic expectation stress. The findings obtained in the study reveal that group counselling based on schema therapy creates a significant decrease in adolescents' academic expectation stress level, and this decline continues, as shown in the follow‐up test. As a result, it can be said that the group counselling programme based on schema therapy, which was developed as a preliminary evaluation study, has the potential to reduce the academic expectation stress level of high school students.

Academic Stress and Depression among Medical Students

Depression among university students is becoming a serious health issue in the country. Their vulnerability to higher rates of stressors has a negative impact on them as students as well as on their lives. This study investigates the level of academic stress and depression and the relationship between them among medical students at Universiti Sains Islam Malaysia (USIM). Questionnaires were given to 133 medical students at USIM comprising 3 sections covering demographic information, an academic stress inventory (SSI), and the Beck depression inventory (BDI). An analysis using Pearson’s correlation coefficient found a positive and significant relationship between the two variables. This study provides information to counselors on the level of academic stress and depression among students, especially medical students. It also aims to increase awareness among university authorities and parents on the importance of maintaining the mental health of students and children.

Students’ Non-Cognitive Profiles and their Relationships with Academic Stress and Persistence in Higher Education

To reduce their attrition rates, institutions need to ensure that their students can manage the stressors they confront in their academic work and persist to complete their study programs. Given the significance of non-cognitive attributes in education, this study aimed to identify the non-cognitive profiles exhibited by students which related significantly to academic stress and persistence levels in the middle of a given academic year. Undergraduate students from one of the largest private higher education institutions in Singapore participated in two online surveys. A total of 565 and 122 students participated in the first and second surveys, respectively. Results indicated that three distinct non-cognitive profiles could be identified, which were associated significantly with students’ academic stress levels and their intentions to persist with their studies. Possible implications for enhancing student outcomes by offering students with opportunities to enhance their affective ‘readiness’ profiles are discussed.

Academic Stress among High School Students During the Covid-19 Pandemic in Banda Aceh

Academic stress is a condition where there is a mismatch between the demands of the school and the student's abilities, so the students are burdened by the various school or academic needs. This article aims to describe the level of academic stress of State Senior High School 4 Banda Aceh students during the learning process during the Covid-19 pandemic. This type of research uses a descriptive-analytic method with a cross-sectional study design. The population in this study were students of SMA Negeri 4 Banda Aceh, which amounted to 542 people. The sampling technique was proportionate stratified random sampling with a total of 230 respondents. Data were taken using 2 standard questionnaires, namely the Educational Stress Scale For Adolescents (ESSA) questionnaire, which consisted of a demographic data questionnaire and a questionnaire containing 16 questions about academic stress. The results of this study showed that 161 respondents (70%) experienced high levels of academic stress and 69 respondents (30%) experienced low levels of academic stress.So, Educators are expected to reduce assignments at school, and home works to minimize academic stress on students.

Relationship Between Social Support, Problem-Focused Coping, and Anxiety Level on Academic Stress Level

Relationship Between Social Support, Problem-Focused Coping, and Anxiety Level on Academic Stress Level

Impact of COVID-19 pandemic on sleep quality in medical students

Background: Medical students are already under extreme academic pressure which causes disruption in their sleep patterns. Due to the COVID-19 pandemic, though they have been relieved of their hectic schedules this has also led to complete lack of hands-on training and bedside clinical teaching which might have given rise to increased anxiety in this population. Aims: To assess the sleeping pattern and determinants of poor sleep quality among medical students during the COVID-19 pandemic. Materials and Methods: A cross-sectional study was conducted among 343 undergraduate medical students of a tertiary care teaching hospital from August 17, 2020, to September 17, 2020, via an online questionnaire containing questions on sociodemographic parameters, lifestyle factors, Pittsburgh Sleep Quality Index, COVID-19-related stress and academic delay-related stress. Statistical Analysis: Analysis was done with the Statistical Package for the Social Sciences (SPSS) Version 20.0. Results: About 52.47% had a poor sleep quality; 92.4% had a high level of academic uncertainty-related stress and 64.7% experienced a high level of COVID-19-related stress. Significant association was found between Poor Sleep Quality (PSQI score) and urban residence, nuclear family, smoking, excessive caffeine consumption, and high levels of COVID-19 stress. Conclusion: Although poor sleepers had decreased in number from before the COVID-19 pandemic, they were still much higher than the general population. This might be due to high levels of academic delay-related stress present virtually in the entire population. This can be circumvented by proper counseling of the students and sensitive planning of the academic activities once the pandemic will over.

Relationship between the development of musculoskeletal disorders, physical activity level, and academic stress among undergraduates students of University of Nigeria.

Academic stress is a common experience among university students. It can affect the body composition of the students through behavioral changes, which further affect their physical activity level (PAL). Musculoskeletal disorders could arise from the interaction of these factors. This study aimed to determine the relationship between PAL, academic stress, selected anthropometric indices, and the development of MSDs among a selected Nigerian population. This was a cross-sectional study of 256 (129 females and 127 males) undergraduates of the University of Nigeria, Enugu Campus aged 15-30 years using Student's Stress Inventory to evaluate academic stress, the short-form of the International Physical Activity Questionnaire to determine the PAL, and a Standard Nordic Musculoskeletal Questionnaire to assess MSDs. The results showed a high PAL with the male students having more PAL (61.4%) than female students. Secondly, the prevalence of MSDs among the population was high (66.02%) and the students faced moderate academic stress with the prevalence being more among the female students (75.2%). A significant difference was observed between academic stress and the development of MSDs (P = 0.009). This study's findings support the hypothesis that increased academic stress and low level of physical activity are linked to increased risks of MSDs among students. Thus, it is warranted that the University curriculum is re-adjusted and incorporate public enlightenment programs on possible causes and prevention of musculoskeletal disorders, stress management, and coping strategies.

Association of ABO blood groups with academic stress and academic performance of the first-year undergraduate medical students in an Indian Medical College

Background: Different blood groups are associated with various personality traits, perceived stress and intelligence of an individual. Assessment of students’ academic performance helps to judge their knowledge, skill, and affective domains. Aims and Objectives: The objective of this study was to determine association of ABO blood groups among undergraduate medical students with academic stress and their academic performance. Materials and Methods: This cross-sectional study was conducted among 99 1st-year undergraduate medical students in Indian medical College. Blood group was determined by agglutination reaction. Academic stress was estimated using medical students stressor questionnaire score. Academic performance of student was assessed from marks of terminal examination. Results: In the present study, academic related stress level was highest in A blood group students followed by B blood group. Blood Group A students also have higher interpersonal related and teaching learning related stress levels. Whereas AB blood group students have higher social related, drive related and group activity related stress levels though not statistically significant. Mean academic scores were highest for AB blood group students, followed by O blood group students. B blood group students had least academic scores but not statistically significant. Furthermore, Blood group AB and O shows negative correlation, whereas A and B blood group shows positive correlation of academic stress with academic scores. Conclusion: Academic stress was highest for A blood group followed by B blood group and academic performance was highest in AB blood group followed by O blood group. Significant association of different blood groups with academic stress and performance was not found.

A Study to Assess the Effectiveness of Structured Teaching Programme in Reduction of the Level of Academic Stress among First Year Basic BSc Nursing Students at a Selected Nursing College in Bengaluru

Background: Academic stress from many sources has been reported for some time by student nurses. The sources of stress includes academics, parental expectations, competition for grades, relationships and career choices. Academic sources of stress like examinations, long hours of study, assignments and grades, lack of free time, lack of timely feedback after their performance, special elements of the academic programme like arrangement and conduction of workshops, also produce stress among student nurses. Methodology: The approach employed in the present study was quantitative evaluative research approach with quasi experimental - one group pre-test post-test design. Subjects (N=50) were selected from SDS TRC &amp; RGICD College of Nursing, Bangalore. Data was collected by using a structured knowledge questionnaire with 40 items. Reliability of structured knowledge questionnaire was found to be 0.9. Structured teaching programme was administered after conducting pre-test and post-test was conducted after seven days following pre-test. Data was analysed by using descriptive (mean, median, SD) and inferential statistical (chi-square test, paired ’t’ test) technique. Results: The collected data was analysed by using descriptive and inferential statistics. The study findings revealed that on assessing pre-test levels of knowledge, majority of the subjects (70%) had moderate knowledge level and the assessment of post-test levels of knowledge showed that majority (86%) of the subjects had moderate knowledge, 12% had adequate knowledge while 2% had inadequate knowledge. Conclusion: Based on the findings of the study, recommendations were drawn for nursing service, administration, education and research. The study concluded that the knowledge from structured teaching programme in reduction of level of academic stress among first year B.Sc. nursing students was moderately adequate and favourable.

STRESS TRONG HOẠT ĐỘNG HỌC TẬP CỦA SINH VIÊN ĐẠI HỌC ĐỒNG NAI

This study was conducted to investigate the level and expression of stress in learning activities, and its relationship with the stress level among students at Dong Nai University by a cross-sectional survey. The research tools used include the stress sub-scale in the Depression Anxiety and Stress Scale 21 (DASS-21), and the Education Stress Scale for Adolescents (ESSA). Survey results on 254 students showed that 64.2% of the students showed signs of stress ranging from mild (23.2%), moderate (18.9%), severe ( 16.5%), to very severe (5.5%). Students showed mild level of stress according to the DASS-21 scale, and moderate level of academic stress according to the ESSA scale. There was a strong correlation between students' academic stress and stress (r = .539, p &lt; .01), in which, the sub-components "Pressure from study" and "Self-Expectation" had a positive effect on the stress level of students. These findings are the basis for providing solutions to help the school improve the appropriate study and exam programs for students, and at the same time, help students determine their learning expectations and goals in accordance with their ability to improve their academic performance and mental health in the future.

Psychological Variables among Physics Students in Senior Secondary Schools in Osun State, Nigeria

The study investigated levels of psychological variables of academic stress, anxiety and self-efficacy among physics students in senior secondary schools in Osun State, Nigeria. It further examined differences in psychological variables of academic stress, anxiety and self-efficacy between male and female Physics students towards learning of Physics. A descriptive survey research design was employed. A sample of 400 Physics students from 20 senior secondary II (SS2) selected through multi-stage sampling procedure was used for the study. A researcher- designed and validated questionnaire was administered to the respondents. Mean and standard deviation were used to answer the research question while the null hypothesis was tested at 0.05 level of significance, using t-test. The findings indicated that physics students had moderate level of academic stress, anxiety and self-efficacy. However, there were no significant differences between males’ and females’ psychological variables of academic stress, anxiety and self-efficacy in the learning of physics in senior secondary schools in the study area. Consequently, it was recommended that Physics teachers should try as much as possible to reduce academic stress and anxiety and enhance academic self-efficacy by carrying out formative assessment frequently to discover the challenged and emotional students for further help and girls’ fear should be allayed though encouragement. Besides, the teaching of Physics should be done interestingly

Hubungan Antara Dukungan Sosial Teman Sebaya dengan Stres Akademik Pembelajaran Daring pada Masa Pandemi Covid-19

Online learning causes academic stress. Academic stress occurs due to not achieving adjustments and failure to face academic demands. Unresolved academic stress can affect thoughts, feelings, physical and behavior. Academic stress can be reduced by the presence of peer social support. This study was aimed to examine the relationship between peer social support and the academic stress of online learning. This study was aimed to examine the relationship between peer social support and the academic stress of online learning. The study used Correlation descriptive design with cross sectional approach. The study was conducted at the Faculty of Nursing, University of Riau with a sample of 213 respondents by using proportionate stratified random sampling. The measuring instrument used is a questionnaire of academic stress and social support modified by the researcher with a validity range of 0.458-0.802 and 0.461-0.574. The analysis used univariate analysis and bivariate analysis. The results showed that majority of respondents were female, namely 200 (93.3%), aged 20 years were 77 (36.2%) and from batch A 2020 is 75 (35.2%). The Majority of respondents who received high peer social support experienced heavy online learning academic stress levels as much as 35 (28.7%) and moderate academic stress as many as 87 (71.3%). Statistical test results obtained p value = 0.020 &lt; (0.05) meaning Ho is rejected The conclusion of the study is that There was a relationship between peer social support and academic stress of online learning during the COVID-19 pandemic.&#x0D;

Pengaruh Karakteristik Individual yang Mempengaruhi Gejala Dispepsia Akibat Stress Akademik pada Mahasiswa Selama Masa Pandemi COVID-19

ABSTRACT Background of Study: Functional dyspepsia is a symptom of discomfort in the upper abdomen, feeling full quickly, burning and bloating. Dyspepsia is closely related to psychological factors such as stress because the gastrointestinal tract is very responsive to emotional stimuli and stress. Common stress among students is academic stress. This study aims to determine the effect of individual characteristics with dyspepsia symptoms and the emergence of dyspeptic symptoms due to academic stress during the COVID-19 pandemic. Methods: This study used a cross-sectional method to 192 University of Surabaya students taken from 8 faculties with consecutive sampling technique. The statistical test used is the sci-square test and the Spearman Rank correlation test. Results: There was a correlation between the level of academic stress and the incidence of functional dyspepsia in University of Surabaya students with the results of the Spearman Rank correlation test ((P value = 0.000) &lt;0.10) and the correlation number of r = + 0.464 indicating a moderate correlation. Conclusion: There was an influence of individual characteristics (age, gender, faculty, and semester) with dyspepsia symptoms and the emergence of dyspepsia symptoms due to academic stress during the COVID-19 pandemic in students in Surabaya. Keywords: Dyspepsia, students, academic stress

Relationships between Academic Stress and Socio-demographic data among Nursing Students during COVID-19 Pandemic

Background: Academic stress refers to any academic demands (e.g., environmental, social, or internal demands) that effect in student behavior. Learning and examination, performance competition, especially mastering much knowledge in a short time, would lead to different degrees of academic pressure. Although all planned courses have been affected by the COVID-19 epidemic, online learning still leaves college students with the same academic burden as usual. Aims of the study: this research aimed to assess the academic stress among nursing students, and to assess the relationship between academic stress and Socio-demographic data among Nursing Students. Methodology: this study conducted by using a quantitative descriptive design during the period of 10 / October / 2020 to 2 / July / 2021, The sampling method was applied in this study using a non-probability purposive method, and 237 undergraduate nursing students were selected of nursing colleges at three Iraqi universities. A two parts questionnaire was used to fulfill the study objectives. The first part includes student’s socio-demographic information, and the second part contains the Academic Stress Inventory Scale to assess the academic stress level. Results: The result indicated that about (70%) of students experienced a moderate level of academic stress whereas; about (25.3%) had severe academic stress and also about (4.6%) had low academic stress. Conclusion: Because academic stress and nursing students were significantly correlated in this study, academic stress is a critical issue that requires close attention to minimize the expected impact on student academic performance. Recommendations: it is important to raise awareness of faculty members about the alarming level of stress among students to help them find new ways of supporting their students

Emotional support received moderates academic stress and mental well-being in a sample of Afghan university students amid COVID-19.

Academic stress experienced during the COVID-19 pandemic has triggered high levels of anxiety and depression and other severe mental health issues among university students around the globe. In Afghanistan, there is a paucity of research on the academic and mental health issues of Afghan university students and none pertaining to their academic stress and mental well-being amid the pandemic. This research examines the potential stress-buffering role of emotional support received between academic stress and mental well-being in a sample of Afghan university students during the COVID-19 outbreak. The study sample comprised 508 Afghan university students. An online survey was developed for data collection. Model 1 of the PROCESS macro was used to conduct the moderation analysis. These indicate that moderate and high levels of emotional support received may protect against the negative effects of higher levels of academic stress on mental well-being. This research makes an important contribution to the literature on social support. It may be inferred from the results that Afghan university students who experience academic stress, but have strong emotional support are able to attain greater mental well-being during the COVID-19 outbreak as compared to those with weak emotional support. Results may encourage mental health practitioners, university counselors, education administrators, and faculty to jointly formulate strategies for offering emotional support to Afghan university students.

SELF-HEALING UNTUK MENGURANGI STRES AKADEMIK MAHASISWA SAAT KULIAH DARING

The impact caused by the Covid-19 pandemic in the world of education in Indonesia is the changing pattern of lectures. Lecture activities that were originally face-to-face must switch to online lectures. This changing pattern of lecture approach triggers the emergence of academic stress in students. High academic stress can affect the mental and physical condition of students which has an impact on decreasing academic ability. One way to reduce student academic stress is self-healing. This study aims to figure out the contribution of self-healing in reducing student academic stress towards online lectures during the Covid-19 pandemic. This study is a qualitative research with descriptive type. Five subjects students of IAIN Madura were obtained by purposive method. Data were collected through interviews with the subjects and analyzed by the data explication method. The results showed that all five subjects experienced a decrease in academic stress levels after self-healing. For physical changes, the five subjects no longer feel weak, the body is getting healthier and not easily tired. Meanwhile, mentally, the five subjects were ready and responsive in participating the following online lectures, enthusiastic about doing the assignments given by the lecturer and keen to ask questions and find out any information on their own about learning materials and something that had not been understood yet. Besides self-healing, online learning needs to be supported by facilities and infrastructure, readiness and skills of lecturers so that academic stress on students can be avoided.

Procrastination, Stress and Academic Engagement in Medicine Students

In the study titled Procrastination, stress in academic engagement in Medicine students of a private university, the objective is to establish the relationship between procrastination and stress in the academic engagement of Medicine students of a private university according to sex and age. The approach used was quantitative, descriptive method, and basic. The population was 1904 Medicine students of the private university, the sample was 320 Medicine students, a stratified probability sampling method was used. The technique used was the survey and the instrument was the questionnaire for three variables. The investigation concluded that: 27.8% of students had a low procrastination level, 48.1% had an average low level, 22.5% had an average high level, and 1.6% had a high level of procrastination. As for academic stress, it was found that 39.7% of students had a mild level, 45.6% had a moderate level and 14.7% had a severe academic stress level. As for academic engagement, it was found that 52.8% of students had a low level, 35.3% had an average level and 11.9% had a high level.