Level Of Academic Stress Research Articles

The application value of behavior analysis based on deep learning in the evaluation of depression in art students

Abstract This study discusses the application value of behavior analysis based on deep learning in the evaluation of depression in art students. Because of the professional characteristics and creative pressure, art college students are at high risk of mental health, among which the incidence of depression is increasing year by year, which has a serious impact on their studies and quality of life. With the rapid development of AI technology, deep learning algorithms show significant advantages in processing complex data and pattern recognition. In this study, by collecting the daily behavior data of art college students and combining it with a deep learning algorithm, an efficient depression evaluation model was constructed. The model aims to realize the early identification and evaluation of depressive symptoms of art college students and provide new methods and means for mental health management. The study collected data using various methods such as questionnaire surveys, mobile application tracking, and social media data crawling, and went through detailed data preprocessing steps, including missing value processing, outlier detection, data standardization, and feature selection, to ensure data quality and model training effectiveness. Subsequently, this study designed a deep learning model (CNN-LSTM) based on the combination of Convolutional Neural Network (CNN) and Long Short Term Memory Network (LSTM), which can capture temporal dependencies and spatial relationships between features in the data, thereby improving the accuracy of depression assessment. The empirical findings demonstrate that the CNN-LSTM integrated model has attained remarkable accuracy in assessing the depressive tendencies of art students, underscoring the efficacy of deep learning techniques in behavioral analysis. This research further scrutinizes the impact of various attributes on the predictive outcomes, highlighting the significance of social interaction frequency, academic stress, and artistic engagement levels in depression assessment.

Academic stress among higher secondary school adolescents during the covid-19 pandemic context

The COVID-19 pandemic has introduced unprecedented challenges to the education system, affecting adolescents' academic experiences worldwide. This study investigates the prevalence and variations of academic stress among higher secondary school adolescents, considering their enrollment in different subject streams, amidst the COVID-19 pandemic. The study adopts a cross-sectional approach, utilizing a structured questionnaire to collect data from a diverse sample of higher secondary school students. Through systematic sampling, participants from various subject streams are included, encompassing arts, science, and commerce. The research employs well-established stress assessment scales and questionnaires tailored to the pandemic context to quantify academic stress levels. By employing statistical analyses, the study aims to discern variations in stress levels across subject streams and explore potential factors contributing to these disparities. The findings of this research contribute to the understanding of how the pandemic context has influenced academic stress patterns among adolescents pursuing different subject streams. The outcomes hold implications for educational institutions and policymakers, aiding in the development of targeted interventions to mitigate academic stress and promote overall student well-being.

Menstrual Disorder Affects Academic Stress on Students

Adolescence is a period of development towards adulthood with all the changes that occur both physiologically and psychologically. In adolescent girls physiologically will experience menstruation. Adolescents have a tendency to experience menstrual disorders, and one of the factors is academic stress. This research used cross sectional method with total sampling. The results of univariate analysis showed that the average age of menarche was 12 years, the average BMI was 20.50, good nutritional status was 66.7%, students did not experience menstrual disorders by 84.4% and the academic stress level of students was 80.9%. The results of the bivariate analysis showed a correlation coefficient of 0.635, with a p-value of 0.001 which means the higher the menstrual disorder, the higher the academic stress on students. These findings can be used to develop health promotion related to reproductive health in adolescent girls so as to reduce stress levels in students.

The Impact of Academic Stress and Cyberloafing on Students’ Smartphone Addiction

This research is motivated by the high level of smartphone addiction among students. This is due to the coping activities carried out as a form of release from academic stress experienced by students. One of these coping activities is cyberloafing behavior. This study aims to determine the impact of academic stress and cyberloafing on smartphone addiction. This study is quantitative research with multiple regression analysis. The population in this study were 319 students of class XI SMA N 4 Padang, and the sample size was 177 people using the Proportional Random Sampling technique. The data was collected using an academic stress instrument. The results of the validity and reliability test of the academic stress instrument adapted from the SSA scale (Academic Stress Scale) were declared valid and reliable. Data were analysed with descriptive statistics and multiple regression. The results of this study indicate that academic stress and cyberloafing together have a significant impact on smartphone addiction. This means that the higher the level of academic stress experienced by students and the higher the cyberloafing carried out, the higher the level of smartphone addiction by students. This finding can be a reference for counselling teachers to provide services in reducing academic stress and reducing the level of cyberloafing and smartphone addiction in students.

Perceived Academic Stress among TESL Students in Kolej Poly-Tech MARA Ipoh

The upcoming generation of leaders, represented by students, plays a crucial role in governing the country. However, their tertiary education life is significantly influenced by academic and social pressures, which can lead to stress. This stress may manifest in severe consequences such as suicidal thoughts, drug addiction, and dropping out of college. Academic stress, arising from factors like lecturers, assignments, and peer interactions, is a key contributor to more profound issues like depression and anxiety. This paper aims to assess the level of academic stress among 421 future holders of a Diploma in TESL Kolej Poly-Tech MARA Ipoh. Survey results were analyzed to gauge stress levels associated with different stressors. The findings indicate that students predominantly experience heightened academic stress linked to outcomes, tests, peer interactions, and self-imposed pressure. These results offer insights for students, educators, and universities to identify and address academic stress issues, with implications for future research.

PENGARUH GROWTH MINDSET TERHADAP STRES AKADEMIK MAHASISWA

Students who have a growth mindset tend to be able to face academic challenges and demands. This study aims to determine the effect of a growth mindset on students' academic stress levels. This research method uses a quantitative paradigm with a correlational approach to determine the relationship between a growth mindset and students' academic stress levels. The data collection technique uses two types of scales, namely the growth mindset scale and perceived academic stress (PAS). The subjects in this study were active students of the class of 2020 and 2021 at the Faculty of Education and Psychology, Yogyakarta State University. The results of this study indicate a relationship between a growth mindset and academic stress where the higher the level of a growth mindset of students, the lower the predicted stress level. The regression test results show a coefficient of 0.066, which means that 6.6% of the factors that influence a growth mindset are academic stress, and the rest is influenced by other factors.

Melintasi Tantangan Pendidikan Online: Dinamika Dukungan Sosial dan Reduksi Stres Akademik pada Mahasiswa Selama Pandemi COVID-19

Online learning during the Covid-19 pandemic has led to stress experienced by students worldwide affected by the outbreak. This study aims to examine the level of social support and stress in academic activities, as well as to investigate the influence of social support on the level of academic stress during online learning. The research follows a quantitative correlational approach, with a population of 410 students and a sample size of 41 from the Psychology Department at State University of Padang Campus V, Bukittinggi. Data were collected using a questionnaire with a Likert scale distributed via Google Forms. Academic stress was measured using the Educational Stress Scale for Adolescents (ESSA) developed by Sun et al., while Sarafino and Smith's theory was employed to measure the variable of social support. Data were analyzed using simple regression analysis with the assistance of SPSS version 16. The results showed a moderate level of social support and moderate levels of stress. The regression analysis revealed no significant influence of social support on academic stress during online learning for Psychology students at State University of Padang during the Covid-19 pandemic, with a significance value of 0.249; p>0.05. Several factors influencing these results include coping strategies, social conditions, and individual factors.

Factors Associated with Menstrual Cycle in Female Students at Al-Hidayah Islamic Boarding School Depok

Menstrual disorders are still a problem which is often found. In Indonesia, the prevalence of menstrual cycle disorders in adolescent females is 11.7%. It can occur due to several factors; such as, imbalanced nutritional intake, the level of academic stress experienced by adolescent, and sleep quality. If menstrual cycle disorders are not treated properly, it can affect the quality of life related to health; such as, increasing the risk of various uterine cancers, bone fractures and infertility. The aim of this study is that to analyze the relationship between protein, fat intake, academic stress levels and sleep quality with menstrual cycle in adolescent females at the Al-Hidayah Islamic Boarding School. This study was a quantitative study by using a cross sectional study design. The sampling technique was stratified random sampling with a sample size of 104 respondents. Moreover, the data in this study was obtained from filling out questionnaires and interviews. Meanwhile, bivariate analysis was conducted by using the chi square test. The results of the chi square test shows that there is a significant relationship between protein intake (p-value = 0.026) and fat intake (p-value = 0.029) with the menstrual cycle. Meanwhile, variables which are not related are academic stress level (p-value = 0.0.491) and sleep quality (p-value = 0.5). It is expected to be more paid attention to food intake based on balanced nutrition

SELF-REGULATED LEARNING AND ACADEMIC STRESS IN MEDICAL SCHOOL: ARE THEY RELATED?

Background: During the transition to higher education, many students experience stress due to the process of adapting to a new educational and social environment. Excessive or negative stress may lead to physical and psychological reactions, such as persistent lack of energy, loss of appetite, headaches, gastrointestinal problems or signs of emotional distress. It may be theorized that students who are more proficient at self-regulated learning would display problem solving coping strategies when dealing with academic demands, therefore reducing perceived levels of academic stress. This study aims to explore any statistically significant relationship between the levels of self-regulated learning and academic stress. Methods: The study is a cross-sectional, observational analytic study with a sample size of 222 respondents obtained from medical students at Tarumanagara University. Results: The majority of respondents (80.6%) experienced moderate academic stress, although statistical analysis shows no statistically significant relationship between self-regulated learning and academic stress. Conclusions: Further research should be done on the cross-cultural applicability of the concepts of self-regulated learning. Medical educational institutions should implement learning and lecture strategies that promote emotional and mental wellness among students as an approach to reduce the levels of academic stress.

Cultivating Resilience: A Key to Managing Academic Stress among Health Students in Online Learning

Academic stress refers to the pressure a person faces when dealing with academic demands. It is characterized by a variety of reactions, including physical, emotional, cognitive, and behavioral responses. The aim of this research is to empirically test the extent to which resilience contributes to academic stress among health students taking online learning at "X" University in the Bangka Belitung Islands during the New Normal period. The method used in this research is a quantitative approach with simple linear regression analysis. The sample for this study consisted of 143 health students at "X" University in the Bangka Belitung Islands, selected using cluster random sampling. Data was collected using a scale that measures the level of academic stress and the level of student resilience. The research results show that resilience plays a negative role in students' academic stress during online learning in the new normal period. The higher the level of resilience a student has, the lower their academic stress will be. Resilience accounts for 45.2% of the variance in academic stress, while the remaining 54.8% is influenced by other variables. These findings have important implications, showing that students need to enhance their resilience in order to reduce academic stress levels. In the context of online learning during the New Normal period, resilience can be a factor that helps students successfully cope with the academic pressure they face. Further research and holistic approaches to student well-being should also be considered to support increased resilience and reduced academic stress.

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.

코로나19 상황에서 초등학생의 학업스트레스에 영향을 미치는 요인

Objectives The main purpose of this study is to analyze variables that affect the academic stress of elementary school students during the COVID-19 period.
 Methods To In order to analyze the research problem, data surveyed the 12th in 2019 and the 13th data surveyed in 2020 of Panel Study on Korean Children were used to analyze using analysis methods such as ANOVA, paired-samples t-test and regression analysis.
 Results Looking at the results of the paired-sample t-test analysis of students' academic stress and monthly average private education expenses during the pre-COVID-19 period and during the COVID-19 period, students' academic stress level and average monthly private education expenditure during the COVID-19 period were statistically significantly higher than before the period before COVID-19. As a result of analyzing the effects on elementary school students' academic stress, variables such as student persistence, life satisfaction, academic performance evaluation, and learning activity adaptation significantly reduced elementary school students' academic stress. On the other hand, parental achievement pressure and monthly average private education expenses increased the academic stress of elementary school students statistically significantly.
 Conclusions We analyzed the variables that affect elementary school students' academic stress during the COVID-19 period, and based on the analyzed results, policy suggestions and follow-up research suggestions were made.

Peran Persepsi Dukungan Sosial Terhadap Tingkat Stress Akademik Pada Mahasiswa Yang Sedang Mengerjakan Skripsi

The thesis is considered a stressor which is considered to influence students' academic stress levels. One of the factors that is considered to influence the level of academic stress is the perception of social support that students have, so this research was conducted with the aim of finding out whether there is an influence that the perception of social support has on the academic stress of students who are working on their thesis.
 This research is quantitative research using survey methods and purposive sampling techniques for sampling. The number of respondents was 100 people consisting of students who were working on their thesis. The measuring instrument used in this research is a measuring instrument compiled by Gadzella and Masten (2005) and adapted by Jehan (2017) for the academic stress variable and a measuring instrument compiled by Romi (2022) for the perception of social support variable. The data obtained was processed using a simple linear regression technique and showed the results that there was a role of perceived social support in the academic stress of students who were working on their thesis.
 Research shows that there is an influence of perceived social support on the academic stress of students who are working on their thesis. The role given by the perception of social support is 10.1%. It can be concluded that perceived social support influences a small percentage of a person's level of academic stress and the rest is influenced by other variables.

Level of academic stress in nursing students

Stress in university students is a health problem currently and of great relevance, since it is increasingly common among university; It derives from the discomfort that the student presents due to physical, emotional factors, whether interrelational or intrarelational, or environmental factors that con exert sigificant pressure on the individual’s competence to cope with the school context. During the course of their Bachelor of Nursing studies, students report feeling stressesra el Artículo de investigación. Debe seguir el método IMRyD, es decir, establecer concretamente una Introducción (problema y propósito de la investigación), el Método de investigación realizado, los Resultados principales y una Discusión o Conclusión.

An Online Mindfulness Meditation Program as a Means for Mitigating Academic Stress among University Students

Academic stress is a significant challenge for students, influencing their performance and well-being. This study aimed to evaluate the efficacy of an online mindfulness meditation program in reducing academic stress among college students. A quasi-experimental study was conducted on a sample of 78 participants divided into an experimental group and a waiting list control group. Pre-test and post-test measurements were taken. The SISCO Academic Stress Inventory was used to assess academic stress. The experimental group evidenced statistically significant differences between study phases and groups after intervention for all examined variables (p<0.05). In addition, Cohen's D score revealed a significant magnitude effect. An adequate statistical power was also found (1-? = 0.99). Hence, implementing mindfulness meditation programs can potentially mitigate the academic stress levels experienced by university students.
 
 Received: 9 July 2023 / Accepted: 8 October 2023 / Published: 5 November 2023

COVID-19 AND ONLINE LEARNING: A SCOPING REVIEW OF THE CHALLENGES FACED BY STUDENTS IN HIGHER INSTITUTIONS DURING LOCKDOWN

The COVID-19 pandemic has undeniably disrupted the education system, prompting many universities and schools to suspend in-person classes in favour of online learning. This transition has been linked to increased levels of academic stress and mental health issues among university students. This study aimed to (i) assess the coverage of articles addressing the challenges faced by students in higher education institutions during lockdown and (ii) identify the coping mechanisms employed by these students. Employing a scoping review methodology, researchers selectively reviewed articles published from 2019 to 2023. Databases such as PubMed, ScienceDirect, Google Scholar, and Sabinet Africa Journals served as sources for data collection, which was subsequently analysed thematically. Findings indicate that psychology students faced multiple challenges during online learning, including elevated stress and anxiety levels, data limitations, and poor network connectivity. To cope with these challenges, students relied on support from family and friends, self-motivation, and effective time management. Consequently, the study highlights the need for pedagogical adaptations, recommending that educators modify their teaching approaches to better engage students in discussions and mitigate the noted challenges.

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.

Effects of Academic Expectations Stress on Academic Achievements

High academic expectations tend to be one of most significant features of Asian families, compared to non-Asian families. Parents expectations for high academic achievement of their children leads to high academic stress on students. Academic expectation stress (AES) is an important variable that reflects on-campus students mental state. However, relatively few studies specifically examine the impact of AES. Thus, the present study focuses on the effect of AES on academic achievements. Moreover, the relation between family educated level and academic achievements is also examined. The statistics are collected by questionnaires, and differences between groups were analyzed. Results show that academic expectation stress might affect academic achievement. In addition, family educated level might also have an impact on academic achievements. The results emphasize the influence of AES on students. Future research could focus on whether stress-relieving interventions are effective in reducing students academic expectation stress levels. Educators should focus on helping students develop reasonable academic expectations to avoid the effects of stress.

THE RELATIONSHIP BETWEEN ACADEMIC ANXIETY AND ACADEMIC SELF-MANAGEMENT IN 8th SEMESTER UNDERGRADUATE NURSING STUDENTS IN PREPARING A THESIS

More than 1.5 billion students in higher education reported experiencing academic anxiety in April 2020. Personal control is essential to control academic stress, thereby fostering academic achievement. the direction of this research is to define the relationship between academic stress and academic self management in VIII semester undergraduate nursing students. the review study technique uses descriptive quantitative with a cross-sectional approach. The sample used was 79 samples obtained using the technique (total sample). The measurement tools used are Student-life stress inventory (SLSI) and Academic self-management. Data assessment using Rank spearman with a significant level (p-value) 0.05. Results: In the acquisition of research obtained there is no link between academic stress in students with academic self-management of 8th semester, undergraduate nursing students. from the acquisition of data assessment and calculation in this review study it can be concluded that the level of academic stress in final year students at Karsa Husada Health Science College Garut, the majority of informants in the low category, Academic Self-Management of students when preparing a thesis, the majority of informants at a moderate level, and Academic stress levels and academic self-management skills are unrelated in 8th semester undergraduate nursing students writing a thesis