Stress In Students Research Articles

The Influence of Employment Stress On the Academic Performance of Working Students: Perspectives from Pakistan

One must grasp stress's intricacy to develop and implement stress-reduction strategies. Employment-related stress on academic performance is becoming an acute concern for psychological and mental health in Pakistan. The current research focuses on how employment-related stress interferes with graduate students' academic performance in Parachinar, District Kurram Khyber Pakhtunkhwa, Pakistan. This investigation applies quantitative methods—the Govt. Postgraduate College Parachinar, District Kurram, Khyber Pakhtunkhwa Pakistan, completed a standardized questionnaire to 180 students from various academic disciplines. The findings illuminate stress's intricacy. It may be utilized to establish and encourage more efficient and achievable strategies or techniques that improve academics and job satisfaction, inspiration, and effectiveness at the individual and organizational levels. The research study concluded that 81.67% of male students suffered from employment stress. Student stressors include workload (31.67%), lack of time management (9.44%), interpersonal conflicts (20.00%), high study load (21.11%), and financial problems (17.78%), and the coping strategies being adopted by these students; Moral support (13.89%), Social support (30.00%), Financial support (45.00%), and Job enrichment (11.11%). The research concludes that addressing the highlighted concerns, counselling, and other successful coping strategies may alleviate academic and employment stress.

Teachers as first responders in marginalized, urban communities: Stress and coping during unprecedented times for public education

The present study examines workplace priorities, challenges, and experiences of burnout and coping among teachers in marginalized urban communities, where structural barriers elevate job demands and minimize job resources. Specifically, we amplify the voices of public elementary school teachers in an urban hub of Florida during a time of unprecedented stressors (COVID-19, staff shortages, racial injustice, school shootings) to identify possible avenues of support. Participants (N = 12) were teachers in grades 3 through 5 from one large urban district; six participants served predominately Black or African American students, and six participants served predominately Hispanic students. All teachers self-identified as female and from a racially and/or ethnically minoritized background themselves. Semi-structured interviews (conducted remotely by the first author) were organized around five questions. Qualitative content analysis highlighted two core priorities (support students holistically and address interconnecting social emotional skills and academic success) and two core challenges (mismatch between administration expectations/supports and teacher needs/values, and difficulty managing student behavior). Teachers attributed the ubiquitous experience of burnout to factors at levels of work (e.g., responding to student stressors and traumas on top of curriculum demands), organization (e.g., poor compensation, excessive work demands), and society (e.g., school shootings, COVID-19), and they offered concrete recommendations for improving their work conditions. Altogether findings inspire opportunities to reevaluate supports for teachers serving as first responders for youth in marginalized urban communities.

Predictive factors of stress response of nursing student repeaters under the background of abolishing the final supplementary examination in China

BackgroundAcademic pressure and frustration stimulation are significant stressors in college students, and response to the prolonged stimuli would cause adverse mental and physical outcomes. However, more is needed to know about the stress response and its predictors among undergraduate nursing students retaking failed course under the background of the abolition of the Final Supplementary Examination in China. This study aimed to investigate the stress response and its predictive factors of nursing student repeaters who are retaking at least one failed course.MethodsA cross-sectional study was conducted, utilizing convenience sampling to recruit 120 nursing student repeaters from four 4-year undergraduate medical universities in China between September 2020 and May 2021. Data collection instruments included a general information questionnaire, a stress response questionnaire, the Connor-Davidson resilience scale, a self-control scale, and a academic self-efficacy questionnaire. The data were analyzed using descriptive statistics, Pearson correlation coefficients, t-tests, analysis of variance (ANOVA), and multiple linear regression.ResultsThe average scores of the total stress response, emotional response, physical response, and behavioral response were 58.07 ± 26.72, 86.97 ± 17.12, 57.69 ± 9.75, 67.16 ± 9.22, respectively. Stress response was predicted by psychological resilience, self-control ability, academic self-efficacy and the number of retaking courses.ConclusionsThe stress response among nursing student repeaters is relatively active. Higher psychological resilience, self-control ability, and academic self-efficacy predict lower levels of stress response. In order to help nursing students with failing and repeating course release their psychological stress and maintain well-being, nursing educators could adopt self-control promotion strategies and emphasize the cultivation of psychological resilience and academic self-efficacy as parts of health promotion programs for this particular student group.

Engineering professor perceptions of undergraduate engineering student stress

ABSTRACT Engineering professors are well positioned to support their undergraduate students, who often experience diminished mental health. This paper examines engineering professors’ perceptions of their undergraduate engineering students’ experiences of stress. The described perceptions include when they notice student stress, which stressors they perceive, and supports that these students use. In this qualitative study, we interviewed 24 engineering professors and four career advisors at 18 institutions in the United States about these topics. Results show that these professors often had consistent access to notice indicators of student distress. They described key sources of student stress: balancing responsibilities, significant academic stress, and a culture of competition. They were less likely to notice student stressors associated with interpersonal relationships and identity-related stressors, which are less related to their role as professors. Supports that professors described included interpersonal relationships and health and wellness activities. This lays a foundation for encouraging engineering professors to support their students’ mental health and wellness even more.

How Student and Faculty Perceptions Differ on the Stressors that Medical Students Face.

Medical education is notorious for the stress that students face as they strive to succeed both academically and clinically. This stress has been linked to declining academic performance and worsening mental health. To combat these negative outcomes, it is essential for medical school faculty and administration to address common stressors among medical students. No studies have addressed whether medical school faculty and students perceive stressors similarly, however. In this two-part study, data collected from medical students in 2021 to 2022 to identify their most significant sources of stress were used to create a survey that queries the frequency and intensity of these stressors. This survey was distributed to medical students and faculty at the same institution. The responses between students and faculty were compared and student data also were analyzed by academic year to observe changes in perception that accompany progression through the medical curriculum. The results showed that faculty overestimated the impact of certain stressors on medical students (eg, in-house examinations, US Medical Licensing Examination Steps 1 and 2 examinations, and patient interactions). In addition, preclinical students were more concerned with finding extracurricular activities, missing opportunities, and performing research compared with clinical students. This study demonstrated that although faculty anticipated most medical student stressors, there are significant gaps that still need to be addressed to better reduce and respond to the stress experienced by medical students.

Navigating college campuses: The impact of stress on mental health and substance use in the post COVID-19 era

The college years are one of excitement and often thought of as a dream like setting of growth, creativity, and independence. This exciting time can be marred by the onset or exacerbation of mental health conditions, alcohol, and/or drug dependence. This writing looks to explore the world of college mental health and the changes the provisions of this type of care has undergone during and after the COVID-19 pandemic. We look at the staggering rates of diagnosed mental health diagnoses and mental health related symptoms that may undermine a student's ability to meet their full growth and academic potential. We look to explore different health settings where college age students are accessing care and how that care is being delivered (e.g. community vs on-campus, telehealth vs in-person). We also aim to highlight specific mental health conditions (e.g. anxiety, depression, suicidality, PTSD) and specific student stressors (e.g. participating in athletics, socioeconomic pressures) to underscore the message that the mental health of college age students is an area that needs continued study and engagement of all parties involved in student development and well-being.

ANALISIS KONSELING COGNITIVE BEHAVIOR THERAPY DENGAN MUSIK TERHADAP MAHASISWA DENGAN ACADEMIC ANXIETY

Varilous kilnds of academilc demands have the potentilal to become stressors for students. Stress that occurs iln students can be caused by varilous factors, one of whilch ils due to academilc demands. Many of them engage iln procrastilnatilon, do non-productilve thilngs as a form of dilversilon from anxilety, and the most extreme ils commilttilng suilcildal behavilor as a result of excessilve academilc anxilety. Educatilonal counselors as one of the agents of ilnternal change iln hilgher educatilon are expected to be able to overcome problems that often occur every day. thils year. Based on the Cogniltilve Behavilor Therapy (CBT) counselilng approach, academilc anxilety experilenced by students ils a cogniltilve dilstortilon caused by maladaptilve core belilefs. The assilstance process carriled out to change students' core belilefs to make them more adaptilve can be done wilth a more modern technilque, namely through musilc. ILn ilts applilcatilon, CBT counselilng usilng ilntegratilve technilques through musilc consilsts of two, namely passilve and actilve musilc therapy. What needs to be known further ils how CBT vilews academilc anxilety as a problem and ilmplements ilntegratilve technilques through musilc, so that iln the future counselors iln ILndonesila willl be able to conceptually understand CBT counselilng ilnterventilons wilth musilc approprilately, iln an effort to help students be free from ilt. academilc anxilety.

TINGKAT STRES MAHASISWA FAKULTAS KESEHATAN ANGKATAN 2021 PADA MASA PANDEMI COVID-19

On March 11, 2020, the World Health Organization (WHO) declared the Coronavirus Disease 2019 (Covid-19) a global pandemic. The government provides a policy of limiting activities outside the home, so school activities are suspended. Several studies have shown that this change in teaching and learning habits creates obstacles that will trigger stress in students. New students have their own stress load, such as adjusting to the environment and lecture activities.To describe the stress level of students in the 2021 batch of learning activities at the Faculty of Health Sciences, Duta Bangsa University during the Covid-19 Pandemic. This study used an observational-descriptive method with a cross sectional approach. The data used is primary data, taken from the Indonesian version of the Medical Student Stressor Questionnaire (MSSQ). The research population is the entire batch of 2021 with a total sampling technique of sampling. This study found the results that the majority of students experienced moderate stress as many as 45 people (54.22%), 15 people mild stress (18.07%), 22 people stressed (26.51%) and very stressed 1 person. (1.20%). In this study, most of the 2021 students of the Faculty of Health Sciences, Duta Bangsa University experienced moderate stress.

Evaluation of The Degree of Stress in First Year Students of The Faculty of Medicine, Muslim Indonesian University

Stress is a phenomenon that often occurs in everyday life that cannot be avoided and can be experienced by everyone. There are so many demands in the first year of college that some students find them very heavy and difficult to fulfill. Students' failure to adapt to exams in the new academic year is likely to cause students to experience pressure. The research aims to determine the degree of stress and factors that trigger stress in first year students at the Faculty of Medicine, Indonesian Muslim University. This research is descriptive with a cross sectional method to measure stress levels based on stressors in first year medical students at the Faculty of Medicine, Muslim University of Indonesia, class of 2023. The method used is simple random sampling with a sample size of 295 first year students, class of 2023, Faculty of Medicine, Muslim University of Indonesia. The results of the research found that 295 students from the Faculty of Medicine, Indonesian Muslim University, class of 2023, on the Academic Related Stressor (ARS) factor, 130 people (44.1%) experienced a moderate level of stress, 152 people (44.1%) experienced a moderate level of stress on the Intrapersonal & Interpersonal Related Stressor (IRS) factor. people (51.5%), in the Teaching & Learning Related Stressor (TLRS) factor 121 people (41.0%) experienced a moderate level of stress, in the Social Related Stressor (SRS) factor 136 people (46.1%) experienced a moderate level of stress. Drive & Desire Related Stressors (DRS) experienced mild levels of stress as many as 168 people (59.9%), in the Group Activities Related Stressors (GARS) factor experienced moderate levels of stress as many as 123 people (41.7%). Based on the frequency distribution of stress levels, the number of stressors who experienced very severe stress was 35 people (11.9%).

Stress in First Year Medical Cadets of Armed Forces Medical College, Bangladesh

Introduction: The journey of medical life specially in the military environment is a very stressful for medical cadets. Objectives: To determine stress in 1st year medical cadets of Armed Forces Medical College. Methods: Out of 124 medical cadets, 117 were conducted based on a well established questionnaire that included different established factors of stress. The methodology and purpose of study was well explained to all the cadets and consent was obtained. In this study, the Medical student Stressor Questionnaire with small cadetship related factor 24(MSSQ) was used to identify sources of stress. Each of the questions in this questionnaire can be a potential source of stress in cadet in his academic life. Data were analyzed with SPSS v.12. Relation between variables was assessed with chi-square test with a significance level of 0.05% Results: Of the 124 total cadets, present 117 received questionnaires and completed them returned them. Out of 117 cadets, 82(70%) were female and 117(100%) were unmarried. Moderate stress (1.87) experienced in academic factors as well social factors. Bangla medium students facing relatively more stress than English version background students. Conclusion: This finding suggests, the very medical education is full of multi varieties stressors. More so cadetship accentuates the stress further in medical life. Now the time has come to think the policy maker involved in medical education. Their realistic thinking to reorganized the curriculum according to time limit to ensure a stress free environment as much as possible in the 1st year of MBBS. JAFMC Bangladesh. Vol 19, No 1 (June) 2023:15-17

Investigating the Impacts of a Modified Mindfulness Practice on Minoritized College Students' Chronic Stress.

Students of color in the United States experience elevated stress across the entire spectrum of education, spanning from early stages of K-12 to the more advanced stages of postgraduate studies. This sustained state of chronic stress decreases learning and curtails opportunities, especially in science, technology, engineering, and math (ST EM) fields, where stress levels are considered exceptionally high. Mindfulness-based practices such as MBSR have a proven effective for stress reduction in college students. However, to date, mindfulness practices have yet to be designed to support the unique needs of minoritized students with intersectional identities (e.g., poor, English as second language learners, and sexual/gender minorities) that are stigmatized in ST EM. This article describes the development of an online, eight-week modified mindfulness practice (MMP) for minoritized students adapted from traditional MBSR. The MMP was purposely designed to be culturally inclusive and anti-racist, with the goal to reduce stress in undergraduate students of color in ST EM. In this pilot study, we assessed the impact of MMP using both biological and perceived stress measures. Specifically, cortisol was measured from donated biospecimen hair samples, the Perceived Stress Scale measured perceived stress, and key informant interviews were conducted to understand student stressors and coping strategies before and after the intervention. While the observed decrease biological and perceived stress before and after the intervention was not statistically significant due to the small sample size of this pilot study, we see a dramatic positive change in student coping strategies. This study highlights the importance of providing minoritized students with options for stress reduction that are relevant and accessible.

Effect of Academic-related and Teaching and Learning-Related Stressors on Eating Habits among Medical Students: A Cross-sectional Study

Introduction:: Stress occurs when people are faced with challenges and feel overwhelmed. Too much stress can cause negative effects on the body. Medical students especially feel a lot of stress due to their curriculum, which affects their eating habits and, in turn, their academic performance. Objective:: This study aimed to assess the effects of academic-related and teaching and learning-related stressors on the pattern of eating habits. Material and Methodology:: A cross-sectional study was carried out among students of private medical universities in UAE. MBBS and BDS students of and above the age of eighteen were included. A standardized questionnaire (Medical Student Stressor Questionnaire) was used to collect data. SPSS version 28 was used to analyze the data. Results:: We identified two main types of stressors: Academic Related Stressors (ARS) and Teaching and Learning Related Stressors (TLRS), resulting in high levels of stress causing them to eat more than usual or less than usual. Most students (82.6%) who ate less or much less than usual had experienced high or severe stress due to academic-related stressors of ‘strenuous task’ (P=0.007). Moreover, 81.5% of students who ate more than usual had experienced high or severe stress when they were nervous and stressed (P=0.004). When feeling “difficulties pile up” and during times when students “lacked confidence” due to teaching-related stressors, 71.7% and 66.3% of the participants experienced mild/moderate stress, respectively and ate less or much less than usual (P<0.05). Conclusion:: We were able to determine the effect of academic-related stressors (ARS) and teaching and learning-related stressors (TLRS) on eating habits. This has led us to discover the importance of well-developed and improved intervention programs by universities to reduce stress and promote healthy eating habits among medical students.

Evaluation of the Relationship Between Stress and Time Perspective with Academic Burnout in Paramedical Students

Background: Academic burnout is a severe problem associated with poor academic performance. Few studies have dealt with the role of stress and time perspective in academic burnout despite significant attention paid to this issue. Objectives: The present study aimed to evaluate the relationship between stress and time perspective with academic burnout in paramedical students. Methods: This descriptive-correlational study was conducted on all paramedical students of Ahvaz, Iran, in 2022. A total of 292 students were selected as the sample through multistage random cluster sampling. The research instruments included the Academic Burnout Questionnaire, the Zimbardo Time Perspective Inventory, and the Medical Student Stressor Questionnaire. Data were analyzed using the Pearson correlation coefficient and stepwise regression. Results: There was a significant positive relationship between stress and academic burnout but a significant negative relationship between time perspective and academic burnout (P = 0.001). Stress and time perspective predicted 42% of the variance of academic burnout. Conclusions: Stress had a positive relationship, and time perspective had a negative relationship with academic burnout. Based on the results, paying attention to the role of stress and time perspective in students' academic burnout is more critical than ever.

Preliminary evidence for the validity of the Brief Post-Secondary Student Stressors Index (Brief-PSSI): A cross-sectional psychometric assessment.

The brief version of the Post-Secondary Student Stressors Index (Brief-PSSI) was developed in order to improve the usability of the instrument as a method for evaluating the severity and frequency of stressors faced by post-secondary students. While the original 46-item instrument has been thoroughly psychometrically validated and successfully used among student populations, the length of the instrument limits its utility. Providing a valid, shortened version of the PSSI will enable institutions to include the tool on existing online surveys currently being deployed to surveil the mental health and wellbeing of their students. This study reports preliminary evidence in support of the validity and reliability of the Brief-PSSI using a cross-sectional pilot sample of students attending an Ontario university in 2022. A total of 349 participants (average age 25 (SD = 7.7), range 19-60) completed the first survey, while 149 completed the follow-up survey (average age of 26 (SD = 7.7), range 17-60). Evidence of internal structure, relations to other variables, and of test-retest reliability was assessed according to established index validation guidelines, including the specification of multiple-indicator, multiple-cause models, and Spearman's rho correlation coefficients. Results provide preliminary support for the validity and reliability of the tool, which demonstrated acceptable goodness-of-fit statistics, statistically significant relationships with like constructs in the hypothesized directions, and good test-retest reliability correlation coefficients. The Brief-PSSI is a useful tool for evaluating the sources of stress among post-secondary students, assessing both the severity of stress experienced and frequency with which each stressor occurred. Future research should explore the practical utility of adding the Brief-PSSI to existing survey assessments as well as pursue the continued collection of validation evidence for the tool among varied student populations.

Perceived stress, sources of stress and coping strategies among undergraduate medical students of Nepal: a cross-sectional study.

Background: Medical students are subjected to various stressors throughout their training, which has a considerable impact on their physical and mental health. Some students have positive ways of coping, while others take to maladaptive coping measures. This study aims to assess severity, sources of stress, and coping strategies among medical students of a non-Western low-income country from South Asia. Methods: A self-administered questionnaire-based cross-sectional study was carried out. Demographic variables were collected and stress level was assessed using PSS 14 (Perceived Stress Scale 14). The sources of stress were assessed using MSSQ (Medical Student Stressor Questionnaire) and coping strategies were evaluated using the Brief-Coping Orientation to Problems Experienced 28. Results: The response rate was 95%. The mean PSS score was 27.85. Overall, 55% of students were stressed (male 52%, female 60%), the difference among gender was not significant. Basic science students perceived higher levels of stress than clinical clerkship students. Academic related stressors caused higher stress, whereas other variables caused moderate stress. The major stressors were examinations, inadequate time to study, poor marks, extensive amount of learning content, and the need to performing well in the exam. The five most common coping strategies used were active coping, acceptance, planning, self-distraction, and instrumental support. The least common coping mechanism was substance use. All MSSQ domains positively correlated with the total PSS score. Students with higher PSS scores were likely to use behavioral disengagement, venting, and self-blame as the primary coping strategies. Conclusions: Stress level among the medical students is high and mainly in relation to academia. Inadequate guidance from teachers contributed significantly. Stressed students were likely to use maladaptive coping strategies. Strategies to enhance teacher-student communication and adaptive coping measures should be implemented. Further studies should be done to evaluate the effects of stress on the academic outcomes of students.

Stressors in First Year Engineering Students at Telangana

This research aims to investigate the influence of academic stress on engineering students in Telangana State, particularly in Hyderabad and Secunderabad. The study seeks to unravel the factors associated with stress responses. By examining the academic and associated landscape of students facing varying degrees of stress, we aim to identify specific markers and pathways affected, contributing to a comprehensive understanding of engineering first year across genders. The findings may not only enrich our knowledge of student stress changes but also provide insights for tailored interventions and support mechanisms to enhance student well-being.

The Relationship between Stress and Preclinical Dental Students' Performance: A Longitudinal Study.

The aim of this study was to evaluate the changing levels of stress among dental students during 8 months of a basic manual skills course in the preclinical year and to examine the association between stress and dental performance. A longitudinal study was conducted in the 2023 academic year in a total of 58 (male = 17 and female = 41; mean age = 26.43, range 22-33) undergraduate dental students at Tel Aviv University of dentistry during their fourth year of study. Depression Anxiety Stress Scale (DASS-21) and Dental Environment Stress (DES) questionnaires were used to assess the psychological well-being and the severity of DASS symptoms experienced by the students. The students' dental performances were assessed using two manual tests on plastic teeth. The questionnaires and the manual tests were used at three periods of time, T0, T1, and T2. Wilcoxon signed-rank tests were performed to compare the DASS scores and DES stressors of dental students between T0, T1, and T2. Kendall's nonparametric correlations were calculated to investigate the relationships of DES stressors and depression, anxiety, and stress scores with manual performance. The perception of high stress by dental students is due to the stressful education process of the preclinical year. There is an inverse correlation between the lower level of anxiety and the increase level of dental performance with 74% of the variance in dental performance explained by the anxiety score. Work-related stressors such as manual skills might reduce dental performance in contrast to non-work-related factors such as financial obligations, personal issues, and family factors, which might increase student dental performance.

StressOnCampus: An App for Stress Management


 The goal of this study was to develop a mobile app that would be used as a self-help and stress-reduction tool for university students. The StressonCampus app adopted a hybrid questionnaire based on the DASS-21 and Kessler PT models, which identifies the level of stress and, likewise, provides suggestions for relaxation exercises. The improved version of the app includes a chatbot or conversation agent that allows a dialogue with the student to detect the student's stress situation and present a relaxation recommendation based on it.

Challenges of International Students: From Environment to Individual

This article aims to identify and figure out the challenge of international students in Western countries through the sight of recent research. Then gather the implications for giving mental and spiritual support in various aspects to international students. The stressors of international students in multiple layers, like culture, educational background, and mental health, were analyzed and discussed from different perspectives in this review. The coping methods are implied in the later part of the article. Some of them come up from researchers who study in the relevant area. The structure of implication corresponds to that of analysis paragraphs, aiming to give comprehensive suggestions about improvement. Based on limited practice, future research design and exploration in the fields of politics, mental health, and social studies are needed.

Psychological Stress Experienced by First-Year Medical Undergraduates: A Cross-Sectional Study From Eastern India.

Background While medical education is vital for producing competent physicians, its rigorous curriculum can harm students' mental well-being. This study focuses on assessing psychological stress in first-year medical students in Eastern India and aims to identify its primary causes. Methods This cross-sectional study involved 125 first-year MBBSstudents in a tertiary care medical teaching institution in eastern India. They completed the Medical Student Stressor Questionnaire (MSSQ-40) questionnaire to measure stress and provided academic records to be reviewed. Results Among the 125 students included in the study, male students demonstrated greater academic and interpersonal stress. The findings revealed that a substantial proportion (79%) of the student population experienced high to severe levels of academic stress, followed by 88% who reported moderate to high levels of social-related stress. Furthermore, it was observed that those students who experienced high to severe stress across all six domains tended to perform poorly during the initial half of their academic year. Conclusion The high levels of stress experienced by medical students can have significant implications for their academic performance. However, the nature of our study limits us to only highlight the existence of a correlation between the two. Future studies on the same should be conducted to assess the causal relation between these factors.