Level Of Academic Stress Research Articles

Kualitas Tidur Mahasiswa Farmasi: Dampak Stres Akademik dan Efikasi Diri Saat Skripsi

Pharmacy students who are working on their thesis experience impacts on physical and psychological health such as experiencing poor sleep quality. Poor sleep quality can trigger academic stress and is supported by low self-efficacy. Therefore, the lower the quality of sleep possessed by students, the higher the level of academic stress in completing the thesis and vice versa. The purpose of this study was to examine the effect of academic stress and self-efficacy on sleep quality in 2020 Faculty of Pharmacy students at Muhammadiyah Purwokerto University who are doing thesis. This study uses quantitative methods with multiple linear regression tests. Respondents in this study totalled 101 Faculty of Pharmacy students. The measuring instruments used were sleep quality scale, academic stress scale, and self-efficacy scale. The results showed that academic stress and self-efficacy can simultaneously contribute an influence of 31.5% on sleep quality. Efforts are needed to improve sleep quality in order to minimize academic stress, such as practicing self-control to boost confidence in completing their thesis.

Evaluation of physiological effects of examination stress on Quantitative red blood cells count and hemoglobin in female medical students at Peoples University of medical and health sciences for women, Nawabshah.

Objective: To assess the physiological effects of examination stress on red blood cells in female medical students at Peoples university of medical and health sciences for women, Nawabshah. Study Design: Comparative Cross Sectional study. Setting: Department of Physiology, Peoples University of Medical & Health Sciences for Women, Shaheed Benazir Abad. Period: 7th April 2019 to 6th October 2019. Methods: A total 110 healthy students of first & Second year MBBS were included for this, by the non-probability randomized sampling technique, divided into two equal (55-students in each) groups A and B first & second year MBBS. Blood samples were collected prior to and during the exam, and the findings were evaluated using statistical software. Results: The mean RBC count ± SD thru the examination of students including the first year was 4.98±0.26 c/cm3, which was considerably higher than the pre-exam mean RBC count ±SD of 4.65±0.27 c/cm3. There was a small rise in RBC count throughout the examination compared to before (n = 55, p-value = 0.031) among the first-year students. During the second year examination, students had a mean RBC count ± SD of 4.67±0.28 c/cm3, which was not substantially higher than the pre-exam mean of 4.66±0.33 c/cm3. There was no significant increase in RBC count throughout the examination compared to before it among 2nd year students (n = 55, p-value = 0.932). Conclusion: Findings of study concluded that examination stress significantly affects first-year medical students' red blood cell (RBC) count, increasing it during exams, but not second-year students. This suggests varying physiological responses to stress, possibly due to academic adaptation or stress levels.

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.

The Silent Crisis: Understanding Student Suicides, Stress, Anxiety in the Context of Academic Pressure

Stress- a word with quite a huge load. And the word has become synonymous to the situation of almost everyone from the current times. Stress can have a diverse range of possible causes and effects on students' emotional and intellectual development. However, academic pressure is vital for a student's academic achievement since it may have both good and negative effects on productivity. This paper however aims to discuss the various root causes and facets of this word especially for the students pursuing Professional courses. The study found that students pursuing Professional Courses report greater levels of stress. Recent studies show that college students face significant stress in several aspects of their lives."Research has found that excessive levels of academic stress can result in an increased occurrence of psychological and physical issues such as depression, anxiety, nervousness, and stress-related disorders. This study underscores the need for coordinated efforts among parents, educators, legislators, and students themselves to minimize academic pressure and its adverse effects.

Gambaran Tingkat Stres Akademik pada Mahasiswa Keperawatan STIKES Pasapua Ambon Tahun 2024

Academic stress is a common issue faced by students, particularly those in demanding programs such as nursing. This study aims to describe the level of academic stress among students at STIKES Pasapua Ambon. The researcher employed a descriptive quantitative method. The sample in this study consisted of 76 individuals. Data were collected by distributing questionnaires or surveys online using Google Forms. Data were analyzed using univariate analysis to provide a descriptive overview The results showed that the majority of respondents were female (68.4%), aged 17-19 years (46.1%), living in dormitories (36.1%), and from outside Ambon Island (68.4%), with academic stress levels falling in the moderate category (48.7%). Given the moderate academic stress experienced by many students, it is important to raise awareness about the importance of mental well-being.

School burnout and schoolwork engagement profiles among French high school students: Associations with perceived academic stress and social support.

Adolescents' well-being at school is positively affected by social support from parents, teachers, and peers and negatively affected by academic stress. However, little is known about how specific academic stressors are related to study-related well-being profiles. This study used a person-centered approach to identify the profiles of high school students based on their school burnout (i.e., exhaustion and cynicism) and engagement levels to examine their associated levels of perceived academic stress, social support, and sociodemographic characteristics. Using cluster analysis on a sample of 540 high school students (67.8% girls), we identified five profiles labeled "Engaged" (22.4%), "Relaxed" (18.9%), "Overextended" (25.6%), "Disengaged" (17.6%), and "Burned out" (15.4%). The "Engaged" and "Relaxed" groups experienced similar levels of perceived social support, but the "Engaged" students showed higher academic stress levels. The "Overextended" group displayed high academic stress with lower social support, while the "Disengaged" group showed low stress with low social support. Finally, the "Burned out" group displayed the highest academic stress and the lowest perceived support. Results are discussed within the demands-resources model of school burnout and clinical implications are presented for each profile.

Relationship between Academic Stress Level with Eating Behavior in Undergraduate Students of Faculty of Public Health Airlangga University

Background: College students are a group of individuals who belong to adolescence and young adulthood with generally poor eating habits that can be caused by various factors. Pressure in academic matters is one of the main factors of student stress, such as the desire to get high grades and student anxiety to try not to fail. Students often neglect some routines that can actually support performance in learning, one of which is eating. This kind of lifestyle is associated with poor health, which in turn affects life satisfaction. Life satisfaction of young adults is related to eating, because eating can determine health conditions. Objective: This study aims to analyze the relationship between academic stress levels and eating behavior in undergraduate students of the Faculty of Public Health, Universitas Airlangga. Methods: This study was a quantitative study with a cross sectional approach. The research samples was 60 people, obtained randomly by simple random sampling on Microsoft Excel. Data collection included filling out a questionnaire of respondent characteristics, academic stress levels with the Student-Life Stress Inventory, and eating behavior with the Adult Eating Behaviour Questionnaire. Data analysis used in this study was Spearman correlation test. Results: It was found that 58.3% of students had eating behavior that tended to food avoidance and 41.7% of students have eating behavior that tended to food approach. A total of 58.3% of students experienced academic stress levels. There was a relationship between academic stress level (p = 0.001) and eating behavior. Conclusion: The conclusion of this study is that students who have moderate levels of academic stress experience eating behaviors that tend to be food avoidance. It is recommended that students still be able to manage stress well and regulate eating behavior by choosing foods that are in accordance with the principles of balanced nutrition and not skipping breakfast or eating.

A Correlational Study between the level of academic performance and the level of academic stress among Young Adults

Introduction: Stress may decrease cognitive capacities and learning in young adults , affecting academic performance. The primary aim of the research was to examine the correlation between academic stress and academic performance. Method: The samples (male 50, female 50, aged 17-23 years) were taken from different universities in India. Academic stress was measured by the (ASS) Academic stress scale and academic performance was measured by Birchmeier, C. et al., from Saginaw Valley State University (APS) Academic performance scale. The data was analysed using SPSS (version 16). Result: Research indicates a significant negative association (r = -0.60, p < 0.001) between academic stress and performance, with higher stress levels resulting in decreased performance. Multiple regression analysis shows that academic stress significantly impacts academic performance (β = -0.45, p < 0.001). Students with high stress performed less well academically compared to those with low or moderate stress (F (2, 97) = 12.34, p < 0.001). Female students reported much greater academic stress across every dimension than male students. For AST, females (M = 46.16) had significantly higher stress levels than men (M = 35.26); t (98) = 3.75, p =.001. Conclusion: The findings indicate that students are likely to achieve higher academic performance when they experience lower levels of academic stress.

The perception and association between depression and academic stress among female undergraduate nursing students: a cross-sectional study.

Academic demands and stressors put nursing students at increasing risk of depression. The aims of the study examine the perceived level of depression and academic stress and investigate the association between these variables among nursing students in Saudi Arabia. A cross-sectional design was used in this study. Data was collected using depression subscale from DASS-21 scale and the Academic Stress Inventory scale. A total of 237 students participated in the study. Nursing students perceived normal to mild levels of depression. Students perceived moderate levels of academic stress in all subscales, except for time management and test stress which were high. All academic stress subscales had a positive statistically significant correlation with depression. The regression model explains 49.0% of the variance in the depression scale and indicated that the main significant predictor of depression is studying in group stress, followed by self-inflected stress, study year, and sleep problem. The mean score of depression for first year students was significantly different than students in other study years. Nurse educators should facilitate group formation and teach students about time-management, problem-solving, negotiation, and coping strategies to deal with academic expectations and demanding situations. Understanding the causes, limiting the exposure to negative influences, and seeking support as needed are important. To enhance the quality of sleep, students should maintain a consistent sleep schedule, while avoiding stimulating activities before bedtime. Future research should focus on a longitudinal study and other variables such as quality of life, satisfaction with the quality of teaching, and support from others.

Academic performance, stress levels and physical activity of students of the Marat Ospanov West Kazakhstan Medical University

Academic performance, stress levels and physical activity of students of the Marat Ospanov West Kazakhstan Medical University

Pengaruh Layanan Konseling Kelompok Dengan Teknik Relaksasi Terhadap Stres Akademik Siswa SMAN 99 Jakarta

This study's title is "The Effect of Group Counselling Services with Relaxation Techniques on the Academic Stress of Students at SMAN 99 Jakarta" . This project aims to provide class XI students at SMAN 99 Jakarta with group counselling services that include relaxation methods in order to lower their academic stress levels. The study took place from October to May and used a purposive sample of ten students from a population of thirty-six to administer a one-group pretest-posttest. For the academic stress variable, the data collecting tool relied on a questionnaire with a reliability of 0.867 and 40 valid statements out of 52. The data is normally distributed, according to the normalcy test, and the hypothesis testing using Paired-Samples With a p-value of 0.000 < 0.05 as shown by the T-Test, the null hypothesis (Ha) is accepted. As a consequence of participating in group counselling sessions that included relaxation methods, students at SMAN 99 Jakarta reported less academic stress.

The way to relieve college students’ academic stress: the influence mechanism of sports interest and sports atmosphere

Background and research objectivesGiven the enduring popularity of higher education, there has been considerable attention on the correlation between college students’ engagement in sports and their academic stress levels. This study seeks to delve deeply into how university physical education fosters academic performance by influencing students’ sports interests, particularly in enhancing their psychological resilience to mitigate academic pressure. Through this investigation, the aim is to offer both theoretical underpinnings and empirical evidence to support the holistic enhancement of higher education.Research methodsInitially, this study undertakes an analysis of the fundamental relationship between college students’ physical activities and their experience of academic stress. Subsequently, utilizing a structural equation model, specific research models and hypotheses are formulated. These are then examined in detail through the questionnaire method to elucidate the mechanism by which college sports interests alleviate academic stress.Research findingsThe study reveals a significant positive correlation between psychological resilience and academic stress, indicating that a robust psychological resilience can effectively diminish academic pressure. Furthermore, both the sports atmosphere and sports interest are found to exert a notable positive impact on academic stress, mediated by the variable of psychological toughness. This underscores the pivotal role of physical education in fostering positive psychological traits and enhancing academic achievement.ConclusionThis study underscores the central importance of cultivating and nurturing college students’ sports interests, as well as fostering a conducive sports atmosphere, in fortifying psychological resilience and mitigating academic pressure. By offering novel perspectives and strategies for alleviating the academic stress faced by college students, this study contributes valuable theoretical insights and practical experiences to the broader development of higher education.

Role of Gender between the relationship of Academic Stress and Academic Procrastination

Education is crucial for everyone in the twenty-first century. Planning for the future is acknowledged to be greatly aided by education, particularly at the university level. Procrastination is prevalent among university students and it affects different aspects of their personal and academic life. The study was carried out to investigate the role of gender between the relationship of academic stress and academic procrastination among university students of Bahauddin Zakariya Multan, Pakistan. This quantitative research was completed through correlational deign. Sample of 571 student (male=251, female=320) were selected by employing convenient sampling technique. Findings of study reveal that there is positive relationship between academic stress and academic procrastination. Moreover, Results depict that academic procrastination is a significant positive predictor of academic stress. In addition, male students reported the greater level of academic stress and academic procrastination as compared to female university students. Furthermore, the major causes of academic stress are lack of work schedule planning, procrastination, poor eating, sleeping, and exercise habits, and unattainable academic goals. Coping strategies should be recommended for the students to encounter their academic stress and academic procrastination.

간호대학생의 메타인지, 임상수행능력, 학업 스트레스가 학습성과에 미치는 영향

Objectives The purpose of this study was to determine the effects of metacognition, clinical performance, and academic stress on program outcomes of nursing students. Methods A survey was administered to 105 nursing students in three cities to collect data on metacognition, clin-ical competency, academic stress, and program outcomes scales. The collected data were analyzed using SPSS 26.0 (IBM Corp., Armonk, NY, USA). Stepwise regression analysis was conducted to identify the influencing fac-tors on program outcomes. Results The program outcomes of nursing students was significantly positively correlated with metacognition (r=.72, p<.001) and clinical competency (r=.64, p<.001), and significantly negatively correlated with academic stress (r=.-44, p<.001). Metacognition ( =.44, p<.001), clinical competency (ββ=.30, p<.001), and academic stress (β=-.20, p.=004) were the factors affecting nursing students' program outcomes, and the explanatory power of these variables was 60%. Conclusions In order to achieve program outcomes of nursing students, it is necessary to provide various educa-tional programs to increase metacognition and clinical competency, and it is necessary to regularly check academ-ic stress levels and provide individualized and specific management for students who experience high academic stress.

Pengaruh Peer Pressure Terhadap Stress Akademik Pada Mahasiswa UIN Walisongo Semarang

Academic stress has become a worrying problem. Because this academic stress affects the performance in the classroom learning process of students. It is suspected that peer pressure is the cause of academic stress. This study aims to examine the influence of peer pressure on academic stress among students of UIN Walisongo Semarang. Using a survey method with a quantitative approach, data were collected from 200 students through a questionnaire that measured the level of peer pressure and academic stress. The results of statistical analysis using simple linear regression showed that there was no significant influence between peer pressure and academic stress, with a p-value greater than 0.05. This finding suggests that peer pressure is not the main factor influencing academic stress in students of UIN Walisongo Semarang. Discussion of the results of this study reveals that there may be other factors that are more dominant in determining the level of academic stress.

Implementasi Pemberian Edukasi Kesehatan dan Kebugaran Remaja Putri dalam Menurunkan Gejala Dysmenorhae Primer di SMP Al-Hidayah

Premenstrual syndrome is a set of physical, emotional, and behavioral symptoms that occur cyclically before menstruation, typically 1-14 days prior and disappear once menstruation begins. The COVID-19 pandemic can exacerbate this situation by increasing academic and social stress levels among adolescent girls. Through counseling and practical sessions, adolescents are provided with an understanding of the importance of reproductive health and physical skills to manage dysmenorrhea symptoms. This community service aims to reduce primary dysmenorrhea symptoms in adolescent girls at Al-Hidayah Middle School, South Jakarta, through the implementation of health and fitness education. The methods used include providing Health and Fitness Education with pre-tests and post-tests to measure their understanding of dysmenorrhea; teaching adolescents how to reduce menstrual pain through videos, guided by educators and accompanied by assistants; and conducting evaluations to ensure understanding and enhance their interest. The results showed an increase in knowledge and a reduction in PMS anxiety among the adolescent girls. In conclusion, this activity successfully improved adolescents' understanding of reproductive health, but further evaluation is needed to measure its long-term impact.

Academic Stress among College Students

Academic stress refers to the strain experienced by students, resulting in a state of distress that often manifests itself as various psychological and behavioral challenges. This research investigates into the pervasive issue of academic stress among college students, emphasizing its consequences and gender disparities. Employing a comprehensive mixed-methods approach, the study utilized a structured questionnaire to quantitatively assess academic stress level among selected students of a college using the Academic Stress Scale for College Students (ESSCS) that featured 16 items with six response choices. Findings indicated a notable gender difference in academic stress levels, highlighting the importance of addressing societal factors rather than inherent gender distinctions. Female students reported higher stress levels, emphasizing the need to address sources like pressure, anxiety, conflict, and frustration to improve their mental well-being. The study calls for collaborative efforts among educational institutions, parents, and educators to reduce workloads and implement innovative teaching methods, fostering divergent thinking and supporting diverse abilities. It serves as a call to action for institutions to prioritize students' mental health and create a more balanced and nurturing academic experience, advocating for a holistic approach to address the multifaceted challenges associated with academic stress.

Hubungan Self-Efficacy Dengan Stres Akademik Pada Mahasiswa S1 Biologi FMIPA Universitas Pattimura Dalam Proses Penyusunan Skripsi

The process of preparing a thesis is a crucial stage in the academic journey of undergraduate Biology students. At this stage, students are faced with complex and demanding tasks, requiring effective self-regulation skills and resilience to academic pressure. This research aims to investigate the relationship between self-efficacy and academic stress among undergraduate Biology students at the Faculty of Mathematics and Natural Sciences, Pattimura University, during the thesis preparation process. This research employs a quantitative approach with data collection through questionnaires distributed to undergraduate Biology students. Statistical analyses, such as correlation, will be utilized to assess the relationship between self-efficacy and academic stress. The research findings reveal that the most common level of self-efficacy falls within the moderate category. Meanwhile, the categorization of academic stress levels indicates that the majority of respondents, comprising 19 individuals (44.2%), experience mild stress. Statistical analysis unveils a significant relationship between the level of self-efficacy and academic stress among students.

The developmental trajectories of teacher autonomy support and adolescent mental well-being and academic stress

AbstractThis study investigated the developmental impact of teacher autonomy support on changes in students’ mental well-being and academic stress throughout upper secondary school. The sample consisted of 1453 Norwegian students (baseline Mage = 17.00; 60.6% girls; 80.9% Norwegian-born). The unconditional latent growth curve model results showed that perceived teacher autonomy support and mental well-being decreased during the three-year-long education. Academic stress, on the other hand, increased during this period. Findings from the parallel process latent growth curve model indicated that the initial status and change in teacher autonomy support were positively and negatively related to the initial levels and trajectories of mental well-being and academic stress, respectively. Girls experienced a higher level of academic stress and lower mental well-being and teacher autonomy support at the beginning of upper secondary school. Students with a higher socioeconomic status reported higher initial mental well-being and teacher autonomy support than others but also a more rapid decline in teacher autonomy support throughout upper secondary school. This study provides new insights into academic, psychological, and affective processes and their interrelationships during upper secondary school.

Differential responses to academic stress during the COVID-19 pandemic, transition, and the new normal period

This study aimed to investigate decreasing student academic stress in distance learning during the COVID-19 pandemic, transition period, and new normal era by giving a self-help module to students. This research employed an experimental approach with a group pre-test post-test design with quantitative analytics. The perceived academic stress scale (PASS) and module evaluation scale were utilized to assess students' academic stress levels and their understanding of the module. The subjects consisted of one male student and thirty-seven female students, as the school was dominated by female students. This study indicated that students' academic stress levels during the pandemic and the new normal were in the medium range (18.82 - 19.97). The results showed that there was no significant difference in academic stress between the pandemic and the transition period (t = 1.322, p 0.05) and the data between the pandemic and the new normal (t = -1.426, p 0.05), while between the transition period and the new normal, it showed a significant difference (t = -4.189, p 0.05). The study recommends that schools develop future guidance and counseling programs to help students cope with stress and build resilience. This study's findings can inform policy decisions and academic interventions to support students' mental health and academic success during challenging times.