Stress Levels Of Students Research Articles

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

Comparative Analysis of Stress Levels Among Undergraduate Students at St. John's College, Agra.

Background Stress is prevalent among college students, impacting their mental health and academic performance. Understanding the distribution and determinants of stress levels in students is crucial for developing effective interventions. This study aims to assess the prevalence of stress and its association with sociodemographic factors among undergraduate students at St. John's College, Agra, India. Materials and methods A descriptive cross-sectional study was conducted between August 1, 2023, and December 31, 2023, involving 160 undergraduate students from B.A., B. Com., and B.Sc. programs. Students were selected using a stratified random sampling technique. Stress levels were measured using the Perceived Stress Scale (PSS), which classifies low, moderate, and high levels. Data were collected through a validated, semi-structured questionnaire administered via Google Forms. Statistical analysis was performed using IBM SPSS Statistics for Windows, Version 29 (Released 2023; IBM Corp., Armonk, New York), with descriptive statistics and chi-square tests used to examine associations between stress levels and sociodemographic variables. Results The study found that 103 (64.4%) of students experienced moderate stress, 34 (21.3%) reported high perceived stress, and 23 (14.4%) had low stress. A significant association was observed between stress levels and gender (p = 0.022), with female students more likely to experience high stress. Additionally, urban students reported higher stress levels than their rural counterparts (p = 0.012). However, no significant differences in stress levels were found across different courses. Conclusion The study reveals a substantial prevalence of moderate to high stress among college students, particularly among females and those from urban areas. These findings suggest the need for targeted stress management interventions to support student well-being. Further research is recommended to explore the underlying causes of stress and develop comprehensive stress reduction strategies in the student population.

Does Self-Esteem Affect Stress Levels in Final Year Medical Students? (A Study In Final Year Medical Students, Faculty Of Medicine, Diponegoro University)

Does Self-Esteem Affect Stress Levels in Final Year Medical Students? (A Study In Final Year Medical Students, Faculty Of Medicine, Diponegoro University)

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 effect of physical activity on stress levels of medical students: A cross-sectional analysis

Objectives To determine association between physical activity and hours of physical activity and stress levels in medical students Methods A cross sectional study was conducted at a private medical college in Karachi, during April and May 2015. Convenience sampling was used to identify the study participants. The subjects were medical students from year one through five. We interviewed 235 students. A pre-tested, self-administered three-part questionnaire was used to collect the data. The first part of the questionnaire inquired about the subjects’ demographics and exercise habits, the second part of the questionnaire was adapted from the Perceived Stress Scale (PSS) to determine stress scores within participants, and the third part of the questionnaire asked about other stress relieving factors. Results According to the PSS, 30.3% of the participants were moderately stressed. The mean PSS was found to be 16.95 ± 5.72. 2A significant correlation was found between physical activity and stress levels; those involved in physical activity were 52 percent less likely to be moderately stressed (OR 0.48, p-value = 0.015) as compared to those who had not partaken in physical activity. Furthermore, studentswho performed physical activity for &gt;4 hours per week had a lower mean PSS score (16.2) when compared to those who exercised for &lt;2 hours per week. (18.2). Post-hoc statistical testing revealed the difference to be significant (p=0.028). Conclusion Based on the findings of our study, we conclude that physical activity of any form is associated with significantly decreased stress levels in medical students.

Use of Galvanic Skin Response in a stated preference survey to assess factors influencing college student use of transit

ABSTRACT The COVID-19 pandemic significantly impacted all forms of travel. Transit ridership decreased drastically and has rebounded slowly compared to highway travel in the United States. This research explored a unique method to gain insight into the reasons behind the slow return to transit. Students were surveyed regarding their use of transit before, during, and after the pandemic. The study was conducted in a lab with a Galvanic Skin Response device, a computer with a webcam, and software to measure both recorded and self-reported stress levels in students as they answered questions regarding their transit use, stress levels, and fear of COVID-19. The Fear of COVID-19 and Perceived Stress Scale showed a significant influence on the change in transit use for a small proportion of students. The proposed methodology showed that these psychological scales and collecting GSR data may be valuable in predicting a traveler’s return to transit.