Stress Levels Of Students Research Articles

Self Help Groups as a Support System: Their Influence on Stress Levels in New Nursing Students

New students must adapt to a new environment because of the differences in the nature of education in Senior High School (SMA) and college. If students are unable to meet the demands in college, it can cause stress. One of the therapeutic activities that aims to improve and maintain mental health in students is Self Help Group (SHG) therapy . The purpose of this study was to determine the effect of Self Help Group (SHG) on stress levels in new students of the Nursing Study Program at the University of Muhammadiyah Gresik. This study uses a one group pretest-posttest approach. The population is 48 new students of the Nursing Study Program, Muhammadiyah University of Gresik, class of 2023. The sampling technique uses total sampling , with the research sample being all new students of the Nursing Study Program. Data collection uses questionnaires and Self Help Group (SHG) therapy observation sheets. Data analysis uses the parametric statistical test of the paired T-test (Paired Sample T-Test). The results of the study on stress levels before being given Self Help Group (SHG) therapy were that almost half of the students experienced severe stress as many as 21 (48.8%) and after being given Self Help Group (SHG) therapy, almost half of them experienced a decrease in severe stress levels in new students as many as 16 (37.2%) students. The results of the Paired Sample T-Test statistical test obtained a ρ value of 0.038 <α 0.05. There is an influence of Self Help Group (SHG) on stress levels in new students of the Nursing Science Study Program, Muhammadiyah University of Gresik.

Inequity in exam experience

Online digital exams, both with and without online invigilation, have become a common form of assessment in Higher Education, particularly since the COVID-19 pandemic. However, the impact of online exams and online invigilation (proctoring) on student experience, stress levels, and academic performance remains underexplored, especially for disadvantaged or underrepresented student groups. Despite growing concerns over inequitable outcomes in Higher Education, there is limited large-scale research investigating how these online assessment methods may exacerbate existing disparities. This paper addresses this gap by analysing data from a large-scale survey (N = 16,010) conducted across five semesters at an Australian University (2021-2023). Specifically, it examines the exam preparedness and experiences of on-campus students who sat online digital exams with and without proctoring. By exploring the intersectionality of gender, international status, and language, the study aims to assess whether and how online proctoring exacerbates inequities among disadvantaged student populations. Our findings suggest that social and cultural factors significantly influence exam preparedness, stress levels, and perceived academic performance, with proctoring amplifying these disparities.

The Relationship Between Coping and Stress Levels in Students from The Class of 2020 at The Faculty of Medicine, Palangka Raya University, During Their Thesis Preparation

Introduction: Academic stress is prevalent among final-year students, with thesis preparation being a significant source of this stress. Coping are essential as they effectively represent the body’s conscious adaptive responses to reduce stress through self-adaptation. This research determines the relationship between coping and stress levels in students from the class of 2020 at the Faculty of Medicine, Palangka Raya University, during their thesis preparation. Methods: The study employs a quantitative analytical observational design with a cross-sectional approach. Simple random sampling was utilized for participant selection. The research instruments comprised coping questionnaires and the Perceived Stress Scale (PSS-10). Data were analyzed using Charles Spearman’s correlation analysis with a confidence interval of 95%. Results: Out of all 96 respondents, 49 individuals (51%) had good coping skills, and 80 individuals (83.3%) experienced moderate stress levels. Notably, among the 49 participants exhibiting good coping, a majority (42 individuals or 85.71%) experienced moderate stress levels. The Charles Spearman test findings revealed a significant value of 0,013 (p < 0.05) with a weak correlation and the opposite direction (r = -0.252). Conclusion: There is a significant relationship between coping and stress levels in students from the class of 2020 at the Faculty of Medicine, Palangka Raya University, during their thesis preparation.

Gradient One-to-One Optimizer and Deep Learning based Student Stress Level Prediction Model

Gradient One-to-One Optimizer and Deep Learning based Student Stress Level Prediction Model

Robust Decision Support System for Stress Prediction Using Ensemble Techniques

The prevalence of stress among students has become a significant concern, impacting academic performance and overall well-being. Low-level stress can be beneficial as it helps us maintain focus on our daily routines, enabling us to perform tasks efficiently. However, severe stress can lead to heart disease, diabetes, aches, pains, and numerous other serious health issues. To address this issue, this research presents a comprehensive Decision Support System (DSS) tailored for predicting student stress levels using ensemble techniques. The goal of this project is to develop an ensemble model method of voting to classify the student dataset. An ensemble model is a combination of individual machine-learning algorithms that enhance the accuracy of the model by taking different approaches to the problem and their summary output through base classifiers. Extensive experimentation and validation are conducted using real-world student data to assess the effectiveness of the proposed DSS. In this research, we employed an ensemble modeling voting approach to classify the student dataset. Ensemble models integrate individual machine learning algorithms to enhance accuracy by leveraging the combined output of the base classifiers. Gradient Boosting Classifier (GBC), Random Forest (RF), Bagging Classifier (BC), and Extra Trees Classifier (ETC) served as base learners to construct a voting ensemble model for student dataset classification. Our findings revealed that the voting classifier consisting of Support Vector Machine (SVM), Random Forest (RF), Extra Trees Classifier (ETC), and Bagging Classifier (BC) yielded the highest accuracy at 94.78%, while GBC achieved 84.39% accuracy, RF attained 94.26% accuracy, ETC achieved 94.02% accuracy, and BC obtained 93.65% accuracy. The ensemble modeling approach significantly outperformed individual machine learning algorithms, demonstrating superior accuracy by mitigating variance and classification errors. Implementing such a system not only enhances the student assessment process in the education sector but also fosters interdisciplinary research collaboration across diverse fields within the region.

Investigating the impact of stressors on stress level among the chinese’s students: the moderating role of chinese painting experience

PurposeThis study explored how relational, personal, and environmental factors as stressors affected the stress levels of students while also investigating the moderating effect of experience with Chinese painting on the relationship between stressors and students' stress levels. By examining these dynamics, the research aimed to provide insights into effective coping strategies for students facing academic pressures.Design/Methodology/ApproachA quantitative research methodology was employed, utilizing online and self-administered surveys to collect data from 384 respondents in Shandong Province, China. The data were analyzed using SPSS and Smart PLS.FindingsThe research revealed a positive correlation among stressors, stress levels among students, and Chinese painting experience. The study successfully established the moderating effect within the context of significant results. Theoretical implications, along with identified research gaps in the literature, highlighted a culturally inclusive framework. Findings suggested that engaging in Chinese painting provided mental peace, reduced stress levels, and fostered professional growth among students.Research Practical ImplicationsThe study illuminated the impact of stressors—such as relational, personal, and environmental factors—on students' stress levels. Given the rising prevalence of stressors among students, universities were encouraged to consider implementing Chinese painting classes. Such classes had been shown to alleviate stress and promote physical fitness. Furthermore, integrating Chinese painting therapy practices into student life could enhance overall well-being and academic performance.Originality/ValueThere was a paucity of studies elucidating how stressors contributed to heightened stress levels among students. This study, however, concentrated on examining the relationship between Chinese painting experience and stress levels specifically among Chinese students.

Impact of Multiple-choice and Essay-based Assessments on Academic Performance and Stress Levels among Medical Students: A Cross-sectional Study

Abstract Background: Balancing classroom instruction and examinations poses challenges in education, particularly in diverse student populations, necessitating educational reform and assessment strategies to mitigate stress. Medical education, like other fields, requires both knowledge acquisition and practical application, yet reliance on internet resources may exacerbate stress and hinder academic performance. Assessment tools in medical education vary based on the skills being evaluated, with written formats such as multiple-choice questions (MCQs) and essay-based questions (EBQs) used for cognitive assessments. This study compares MBBS students’ performance and stress levels in pharmacology examinations using MCQs and EBQs. Aim: To compare the performance and level of stress in the MBBS students after going through multiple choice questions and essay-based examination pattern. Methods: A cross-sectional study surveyed 100 third-semester MBBS students at AIIMS Rishikesh using a validated electronic questionnaire to assess various aspects of their experience with MCQs and EBQs in pharmacology assessments. The study collected data on demographics, stress levels, psychological effects, coping skills and student feedback, while excluding students who were not in the third semester, unwilling to participate or absent during the examination. Results: The study outcome showed no significant difference in scores between MCQs and EBQs. Stress factors during MCQ preparation included academic performance concerns and sleep issues, while course issues and sleep disturbances were primary stressors during EBQ preparation. Suggestions for examination pattern changes were common, indicating students’ desire for support. Conclusion: The study highlights the importance of addressing multifaceted stressors to support student well-being and academic success. Further research is needed to explore effective interventions.

LEVEL OF STRESS LEVELS AMONG THE SCHOOL GOING STUDENTS AND COPING MECHANISMS: A CASE STUDY AT SELECTED SIX DIFFERENT SCHOOLS

Stress is the state of worry or mental situation caused due to the situations that everyone faces in everyday life, sometimes it seems to be minor, however, shows an unidentified impact. The present generation is witnessing the stress as a part of life and unavoidable. The main objective of this study was to study and understand the stress levels of the current generation students, particularly, school going students, as they will become the roots of the future. This study was also aimed at studying the relationship between stress and coping strategies adopted by the students and propose appropriate stress coping mechanisms, with respect to the schools visited. The results suggest that there is a need for the schools to operate hybrid-counseling centers for the students apart from their parents support to provide necessary support in effectively handling the stressful conditions. The results further suggest that the teachers employ information and communication technology (ICT) tools to instill conceptual learning, ultimately aiming to minimize stress in the academics. Furthermore, it is also suggested that the schools should encourage the students and make it mandatory to implement yoga techniques, which would instill self-controlling techniques, discipline and help in combating the stressful conditions.

An Investigation of E-Learning Stress, Anxiety, and Depression on ESL Students' Performance at Speaking Skills in the Gulf Region

This paper will investigate the stress of e-learning on ESL students’ mental health and their performance in speaking skill exams. This prolonged pandemic has put people at risk of developing mental illness and physical disease. The mental distress caused by the covid 19 has adversely affected the education sector significantly higher education students. The objective of this research paper will also review the relationship between prolonged exposure to digital learning stress, mental well-being, and student's performance. A cross-sectional descriptive study will be (survey)designed to assess the level of Anxiety, Stress, and depression in graduate students undergoing online classes in KSA. The population of this research will be ESL students studying for a graduate degree at Qasim University KSA and Kuwait University in GULF after the COVID-19 pandemic. A random stratified sample will be collected. The research tool will consist of a questionnaire based on DASS 21. Data will be collected and analyzed by SPSS (version 27). Results will be drawn, and remedial coping strategies will be recommended to help university students cope with the psychological burden affecting their speaking skill performance.

Insights into enhanced learning through virtual reality

IntroductionThis study investigates the impact of Immersive Virtual Reality (VR) on learning outcomes in radiography training using Virtual Medical Coaching's X-Ray Pro VR software. VR offers immersive experiential learning that may enhance academic performance and professional preparedness. MethodsThe study involved 130 students from two consecutive cohorts: one using traditional training methods and the other using VR software. We employed a mixed-methods approach, integrating quantitative measures of academic performance and clinical competency with qualitative insights into student engagement, enjoyment, and stress levels. The VR group used Virtual Medical Coaching simulation software, while the traditional group used physical simulation machines (Siemens Healthineers) to practice positioning anthropomorphic manikins, adjusting exposure settings, and handling X-ray equipment. Data were collected at four points: immediately post-training and at 1 month, 3 months, and 8 months follow-up. ResultsThe VR cohort showed significantly higher knowledge retention, work readiness, and lower stress levels compared to the traditional cohort. Among the participants trained in VR, a vast majority (59 out of 65) reported a high level of satisfaction with the immersive nature of the training, emphasizing its realism and direct applicability to clinical scenarios. Quantitative analysis revealed superior performance metrics for the VR group across all measured time points (p < 0.001). Qualitative feedback highlighted enhanced engagement and enjoyment among VR-trained students. ConclusionThe results of this study clearly indicate that VR training significantly enhances learning outcomes in radiography education. The VR cohort exhibited higher knowledge retention, work readiness, student engagement, and enjoyment, along with lower stress levels and higher confidence compared to the traditional cohort. These findings support the integration of VR into professional training curricula to improve student performance and engagement.

Association between Academic Performance, Physical Activity, and Academic Stress in Compulsory Secondary Education: An Analysis by Sex.

The main objective of this study is to analyze the relationships between academic performance, physical activity, and academic stress in secondary education students, while the secondary objective is to establish differences by gender in the physical activity and academic stress levels of secondary students based on academic performance. The sample was composed of students from both sexes who attended public institutions. Data collection was conducted applying an ad hoc questionnaire for academic performance, the PAQ-C questionnaire for physical activity, and the QASSE questionnaire for academic stress. Data analysis was performed using descriptive statistics: Spearman's correlation coefficient was used for associations, while comparisons were conducted via the Mann-Whitney U test and Kruskal-Wallis H test. The results show that academic stress is negatively correlated with physical activity and academic performance. Men present significantly higher values in physical activity, while women present higher mean values in general academic stress and the academic overload dimension. Lastly, regarding academic performance, significant differences were observed in the family pressure dimension, with students who perform better academically presenting lower mean values in this dimension of academic stress. In conclusion, the more the general academic stress, the lower the physical activity levels and academic performance. In addition, physical activity appears as a potential coping strategy for academic stress, and its influence on academic performance should be further studied in secondary education.

Comprehensive analysis of stress factors affecting students: a machine learning approach

BackgroundThe increasing levels of stress among students worldwide pose a significant challenge to educational institutions. This study aims to systematically identify and analyse the factors contributing to student stress using advanced machine learning techniques.ObjectiveTo explore the primary stressors affecting students and to evaluate the interrelations among psychological, physiological, environmental, academic, and social factors in influencing student stress levels.MethodsThe study utilized a comprehensive dataset, StressLevelDataset.csv, collected from a diverse group of 1100 students across various educational institutions. We employed machine learning tools, including correlation analysis and feature importance analysis using Random Forest models, to identify and rank the most significant stressors.ResultsKey findings suggest that psychological factors like self-esteem and physiological factors like sleep quality are crucial predictors of stress levels in students. A significant negative correlation was found between students’ anxiety levels and their academic performance, highlighting the adverse impacts of psychological stress on educational outcomes.ConclusionThe results underscore the importance of targeted interventions focusing on mental health and well-being within educational settings. By addressing the identified stressors, particularly in the psychological and physiological domains, educational institutions can enhance student well-being and improve academic performance.

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.

Students' Perception of Peer- Students Mentoring Program "Big Sibling Mentoring Program" to Complement Faculty Mentoring of First-Year Medical Students in Saudi Arabia.

The Big Sibling Program is an innovative peer student mentoring method that was designed and implemented by the students' council in 2021 to complement the faculty mentoring program of first-year medical students in the College of Medicine, King Saud University, Saudi Arabia. The aim of the study was to evaluate the medical students' perception of the peer students "Big Sibling" mentoring program and to assess the effectiveness of the program in terms of changes in the behavior and academic performance of the students. This is a retrospective study that was conducted in 2021. A registration form that includes demographic data, personal information, and academic performance (GPA and extracurricular achievements) was sent to all second- and third-year medical students to select the Big Siblings. A total of 49 mentors "Big Siblings" were accepted (30 males, 19 females) and matched randomly with the little siblings from first-year medical students. A written consent was obtained from the participants. The survey was structured on a 5-point Likert scale, and composed of four sections of closed-ended questions, that includes: the demographic data, the students' (little sibling) evaluation of the mentorship sessions, the little sibling perception of the Big Sibling Program and its effectiveness of the Big Sibling Program in terms of behavioral or quality effects. Out of 297 first-year medical students, 284 (95.62%) responded. The majority significantly agreed that the Big Sibling was readily available and they personally benefitted from the relationship (94.36%, p<0.001; 90.14%, p<0.001). They significantly disagreed that the relationship requires too much time (72.54%, p<0.001) or that they do not need a mentor (78.87%, p<0.001). Most significantly agreed that mentoring is a good idea (94.37%, p<0.001), the program helped reduce their stress (84.51%, p<0.001), helped them adjust to college (89.44%, p<0.001), and advance academically (78.52%, p<0.001). The program also encouraged their involvement in extracurricular activities (58.10%, p<0.0001), research (43.31%, p<0.001), and social engagement with peers (71.48%, p<0.001). Moreover, the majority thought the program significantly improved their self-confidence (73.94%, p<0.001), self-awareness (84.51%), accountability (54.51%), leadership (54.93%), resilience (71.13%), punctuality (69.01%, p<0.001), time management (75.70%), stress coping (77.82%), problem-solving (76.76%), and teamwork (75.35%). Peer students' big Siblings program has succeeded in reducing first-year medical students stress levels, improving their self-confidence, self-awareness, accountability and responsibility, leadership, resilience, punctuality and engaging them in research and extracurricular activities.

Innovative Approaches to Stress Reduction: A Review of Virtual Reality Therapy in University-Going Students

Students face unique challenges in terms of stress and Virtual Reality Technology (VRT) is emerging as a novel method for managing it. It has immersive and engaging nature that makes it potentially more effective stress management tool. Objective: To analyzed the effectiveness of VRT in managing stress among university students. It also evaluates student willingness to adopt these interventions compared to traditional methods. Methods: Narrative approach was used to review existing literature, focusing on studies that assessed the impact of VRT on student stress levels. Data were analyzed considering variations in VR content, delivery format, and participant demographics. Results: The review revealed that students generally show a willingness to use VRT for stress management but the effectiveness of these interventions was inconsistent. VRT using natural environments especially with greenery was more effective in reducing stress as compared to virtual settings. However, some studies reported no significant difference between VRT and traditional methods. Conclusions: VRT has potential in enhancing student well-being but its effectiveness was influenced by the type of VR content, delivery method, and individual characteristics. The limitations suggest that VRT was not a definitive solution to stress. This shows that further research was needed to optimize VRT interventions and to implement them to broader academic settings.

Final year student academic stress: What is the role of hardiness?

Purpose: The pressure and demands experienced by students are one of the causes of academic stress. This often happens to final year students. Individuals who have a good strong personality (hardiness) will help individuals manage and not give in to the negative impacts of stress. This research aims to determine the relationship between hardiness and academic stress. Method: This type of research is quantitative research, researchers use an academic stress scale and a hardiness scale. The sampling technique uses non-probability sampling with accidental sampling technique. The samples in this study were active male and female students, students from state and private universities, currently working on their final assignment (thesis), with complete parents, one father/mother or adoptive parents. The data analysis technique in this research uses product moment to test the hypothesis, Product moment analysis is used to find the relationship between hardiness and academic stress. Result: The research results show that there is a relationship between hardiness and academic stress in final year students with r: -714 (p&lt;0.000). the effective contribution made by hardiness to academic stress is 51%, the remaining 49% is influenced by other factors. The implication of this research is that final year students can continue to maintain a strong personality so as to avoid high academic stress. Conclusion: The higher the Hardiness, the lower the level of academic stress in final year students.

Hubungan Pengungkapan Diri (Self Disclosure) dengan Tingkat Stres pada Mahasiswa Tingkat Akhir di STIKES Panakkukang Makassar

Students often experience stress stemming from academic activities. For final year students who often become stressors is in working on a thesis. When experiencing stress, students often share their problems with others to get support or solutions to relieve their feelings, which is called self-disclosure, which is a type of communication where a person openly discloses information about themselves (thoughts, feelings, and behaviors). Objective: To determine the relationship between self-disclosure and stress levels in final year students at STIKES Panakkukang Makassar. Research Method: Quantitative research with an analytical design and using the Cross Sectional Study approach using the Proportionate stratified random sampling technique with a sample of 163 respondents. The instrument used in this study is a questionnaire. Results: Students who experienced moderate stress with closed self-disclosure amounted to 125 (76.7Conclusion and suggestions: There is a relationship between self-disclosure and stress levels in final year students at STIKES Panakkukang Makassar. It is hoped that future researchers will research more subjects and collect more diverse data, so that the data obtained is more complete.

Predicting the stress level of students using Supervised Machine Learning and Artificial Neural Network (ANN)

Predicting the stress level of students using Supervised Machine Learning and Artificial Neural Network (ANN)

The Effect of Stress on the Physical Health of High School Students between Grades 10-12 in Thailand

Currently, teenagers are under high social pressure. This affects stress levels and can have a negative effect on physical health. Therefore, we should study this matter to find a way to reduce stress levels in high school students, especially those in grades 10 through 12. The objectives of this survey research are 1) to study the stress and physical health levels of high school students; 2) to compare the stress levels of high school students in Thailand, focusing on students in grades 10-12, and 3) to study the relationship between stress level and physical health among high school students. The sample group used in the study were students in grades 4-6 in Thai and international schools, with a total of 222 participants. Data were collected using questionnaires and analyzed by valid percentages, standard deviation, mean, one-way ANOVA test (F-test), independent sample (t-test), and Pearson’s correlation. The results of this research found that high school students report high levels of stress on average and moderate levels of physical health problems. When comparing the stress levels and physical health problems of students classified by educational level and type of school, it was found that there was no difference in education level or type of school. Still, the assumption that physical health problems are related to stress levels is highly possible. Stress and physical health problems are significantly related at 0.01. Further, this study could be improved in comparison to the effect of stress on physical health in different grades and at every age. This study would help raise awareness among adolescents who are maturing.

Understanding the Effects of Human–Animal Interaction Therapy on the Stress Levels of OT Students

Abstract Date Presented 03/21/24 This mixed-methods study researched the relationship between human–animal interactions and stress levels of college students from an OT perspective. Dog and horse interactions were compared and implications for OT practice and wellness were considered. Primary Author and Speaker: Donna Latella Additional Authors and Speakers: Nicole Berluti, Lisa DiGuilio, Lauren Doyle, Emma Goodrich, Caitlin Healy, Megan Lane, Samantha Nedza, Summer Postiglione