A Study on Stress Level and Coping Strategies among Undergraduate Students

Ganesan, Y; Talwar, Prashanth; Fauzan, Norsiah; Oon, Yin Bee

doi:10.33736/jcshd.787.2018

Cited by 30 publications

(29 citation statements)

References 18 publications

(16 reference statements)

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“…Research has shown that students experience stressors such as academic-related stressors, health-related stressors and psychosocial-related stressors in the course of their academic pursuit (Ganesan, Talwar, Norsiah, & Oon, 2018;Okoro, 2018). Most of the studies indicate that distance education students experience diverse stressors and utilise different coping strategies as opposed to regular students (Gyambrah et al, 2017;Kumi-Yeboah, 2010;Kwaah & Essilfie, 2017;Panchabakesan, 2011;Ramos, 2011).…”

Section: Conceptual Frameworkmentioning

confidence: 99%

“…Most of the studies indicate that distance education students experience diverse stressors and utilise different coping strategies as opposed to regular students (Gyambrah et al, 2017;Kumi-Yeboah, 2010;Kwaah & Essilfie, 2017;Panchabakesan, 2011;Ramos, 2011). Similarly, majority of research was also conducted on the coping stratagems adopted by these students to manage stress (Ganesan et al, 2018;Govender et al, 2015;Mathew, 2017;Okoro, 2018). Additionally, a few studies on stressors and coping techniques adopted by residential and non-residential college students suggest that residential students face more stress than non-residential students (Kabir et al, 2018;Parveen, 2016), although Addai (2015) found otherwise.…”

Section: Conceptual Frameworkmentioning

confidence: 99%

“…The result of a study by Ganesan et al (2018), to explore the degree of stress as well as the coping stratagems encountered by undergraduates indicated that the many university students have a moderate level of stress. This investigation was motivated by considering the connection between stress and coping procedures between undergraduates.…”

Section: Empirical Literature Reviewmentioning

confidence: 99%

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Stressors and coping strategies: The case of teacher education students at University of Ghana

et al. 2020

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This research examined the stressors that teacher education students of the University of Ghana usually encounter and the coping stratagems that they frequently embrace. Random sampling technique was employed to select 270 s and third year undergraduate students in 2018/2019 academic year to answer a survey questionnaire with closed-ended and open-ended questions. Dental Environmental Stress (DES) questionnaire on stressors was adapted whereas coping stratagems that might be utilised by students to minimise stress was measured using an adapted form of the Brief COPE. The outcomes of the research revealed that 'working to meet scholastic requirements", "inadequate supply of power and water in halls", and "changes in eating and sleeping habits", were three major stressors experienced by teacher education students. Furthermore, learners utilised numerous approaches, such as praying or meditating, and self-diverting actions as coping strategies. Learners also used more adaptive coping strategies, than maladaptive and avoidance coping strategies. Overall, resident students were found to be more stressed than non-resident students. Again, this study revealed that resident

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Section: Conceptual Frameworkmentioning

confidence: 99%

Section: Conceptual Frameworkmentioning

confidence: 99%

Section: Empirical Literature Reviewmentioning

confidence: 99%

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Stressors and coping strategies: The case of teacher education students at University of Ghana

et al. 2020

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“…In addition to this, there are two constructs that can help individual in dealing with their academic stress and psychological distress which are coping and self-efficacy (Anand & Devi, 2012;Ganesan, Talwar, Fauzan, & Oon, 2018;Moeini et al, 2008). The coping approach an individual use is correlated with psychological distress either positively or negatively (Mahmoud, Staten, Hall, & Lennie, 2012;Park & Adler, 2003).…”

Section: Introductionmentioning

confidence: 99%

Academic Stress, Psychological Distress, Coping and Self-Efficacy among Undergraduate University Students during COVID 19

Abid

Farhan

Atif

2021

Asian Journal of Social Sciences and Management Studies

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Academic stress is the most common emotional or mental state that students experience during their studies. Stress is a result of a wide range of issues, including test and exam burden, a demanding course, a different educational system, and thinking about future plans upon graduation. The aim of the current study was to investigate the relationship between academic stress, psychological distress, coping and self-efficacy among undergraduate university students during COVID 19. The sample of the research was 302 undergraduate students (males=95 and females=207) with the age ranges 18 years to 25 years (M=1.41, SD=0.46), from the city of Karachi. Purposive Convenient sampling technique was used. All the participants were provided with the link of Google forms which comprised of the following measures: consent form, demographic form, Perception of Academic Stress Scale (Bedewy & Gabriel, 2015), Kessler Psychological Distress Scale (Kessler & Mroczek, 1992) , coping scale (Hamby, Grych, & Banyard, 2015) and General self-efficacy scale (Schwarzer & Jerusalem, 1995) were used. For the statistical analysis SPSS version 22 was used. The analysis revealed that there is a significant predictive relationship of Academic Stress with Psychological Distress (R 2 = .039, F = 12.18, P<.05), whereas significant negative relationship of academic stress with coping and self-efficacy is found (p<0.01). Moreover, significant positive relationship is found between psychological distress and coping and significant negative relationship is found between psychological distress and selfefficacy (p<0.01). Also, significant gender difference is found in the scores of academic stress and psychological distress (p<0.05). This study will help researchers, faculty and psychologist to increase their awareness of sources of academic stress among students, their coping and level of psychological distress and to develop an intervention plan to reduce academic stress and psychological distress among students.

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“…For example, failure to cope with stress might have an adverse influence on students' mental and physical well-being 4,5 and could become a burden. 6 Yusoff et al 7 conducted a study to determine the impact of medical education on the psychological health of students. The results showed that the main health problems were anxiety (41.1-56.7%), followed by depression (12-30%) and stress (11.9-19.9%).…”

Section: Introductionmentioning

confidence: 99%

<p>Investigating Stress and Sources of Stress Among Female Health Profession Students in a Saudi University</p>

Al-Qahtani¹,

Alsubaie²

2020

JMDH

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Background: Health profession students experience tremendous levels of stress throughout their education. A high level of stress may have a negative effect on the cognitive functioning and learning of students. Objective: The study sought to determine the levels and main sources of stress and its possible correlation with academic performance in the preclinical female health profession. Methods: The cross-sectional design involved the use of self-administered questionnaires. Data were collected from 260 students in health profession programmes in Saudi Arabia. The Medical Student Stressor Questionnaire (MSSQ) was used to collect the data from all second-, third-, and fourth-year undergraduate students. Results: A high level of stress was observed in 42.7% of the students, and a moderate stress level was observed in 41.5% of the students. The major source of stress experienced by students was related to the academic domain (mean= 2.7±0.73), followed by the group activity domain (mean= 2.1±0.91; p< 0.05). Second-year and third-year students were significantly less likely to show high stress levels compared with fourth-year students (AOR= 0.3; 95% CI: 0.1-0.8; p≤ 0.030 and AOR= 0.4; 95% CI: 0.1-0.5; p≤ 0.001, respectively). High stress levels were not found to be associated with students' age and academic performance. Conclusion: Half of the students experienced high and severe levels of stress. Academic and group activity domains were perceived as the major stressors. The year of study was the only significant factor associated with stress levels. Stress among female health profession students should be acknowledged, and efforts should be made to alleviate it. Students should be guided to reduce their stress levels, as this can enhance their quality of life and study experience.

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A Study on Stress Level and Coping Strategies among Undergraduate Students

Cited by 30 publications

References 18 publications

Stressors and coping strategies: The case of teacher education students at University of Ghana

Stressors and coping strategies: The case of teacher education students at University of Ghana

Academic Stress, Psychological Distress, Coping and Self-Efficacy among Undergraduate University Students during COVID 19

<p>Investigating Stress and Sources of Stress Among Female Health Profession Students in a Saudi University</p>

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