There is also suggestions taken that stress also contribute its negative effect among the student performance. In summarizing the introduction about stress it is suggested that there are many factors that causes stress among students but we shall examine the lack of interest in study, examination and financial problems that causes major stress among the students.
Stress among University students Literature Review R. In exams the students feel stress due to change in daily activities, paper preparation, shortness of sleep, fear of paper and result. It is also strong relationship between transitions of university and stress.
Transition means journey from home to university. Students need to take new responsibilities that they feel burden. They need to adjust their environment and maintain the academic performance that lead to stress. The study shows that a positive relationship between financial problem and stress. If student not have money to pay fee than he done part time job that is over work loaded and create stress. Sarath A. Nonis, Gail I. Hudson, Laddie B. Logan, and Charles W.
Here the results show that there is positive relationship between stress and time constraints, financial strain, academic workload, interpersonal difficulties with faculty and peers. The methodology used in this article is questioner and results are drawn through mean, median, correlation and regression.
The major purpose of this research was to systematically identify the most relevant stresses perceived by students to characterize by their university milieu. End of this study the results shows that the stress in the student due to related with examination, quizzes and assignments. The methodology use for results is Mean and Standard deviation. Anna Zajacova, Scott M. Lynch, and Thomas J. Both of these factors have been examined extensively as predictors of academic adjustment, but the focus explicitly on assessing the relative importance of these two variables in explaining college success.
They employ a new instrument that assesses both self-efficacy and stress with regard to identical college related tasks, allowing for a more direct comparison of these two constructs. They examine three measures of academic success: first-year cumulative grades and credits, and retention in the second year.
Self- efficacy and stress are closely related concepts. The analyses were conducted in two parts. First, we examined the data via both exploratory and confirmatory factor and second are used structural equation modeling.
Results are drawn through Mean and Frequencies. Yumatov, V. To study the role of probabilistic forecasting of results in the development of the psych emotional state, each student was asked to predict his or her mark. Groups were formed based on the difference between the expectations and the actual mark. The variables discussed in this study that create stress are Examination.
Examinations produce a strong psych emotional reaction in students. Practical experience and the results of questioning indicate that the majority of students experience severe stress before and during examinations and the effect of the stress persist for several days after the examinations. First of all, the examination- induced emotional stress was due to actual motivations, including social motivations intention to continue higher education, responsibility, prestige, etc.
Second, an examination has an inherent element of uncertainty about the result passing the exam or obtaining a particular mark. The risk of getting an undesirable mark increases because students usually learn an enormous amount of information within a short time disregarding a normal physiological regimen and rational alternation of work and rest. This practice is caused by lack of self-discipline during the semester of study.
The method used is questioner and tested by the Psychological testing included personality and situational anxiety test. The result shows that the examination situation causes psych emotional and somatoautonomic reactions of the students before, during, and after the examination Gary F. The present study seeks to contribute positively to both the conceptualization and measurement of student related stress effects by offering a model and several assessment instruments.
The study is a part of program of research conducted over several years to explore stress and strain among helping professionals, mothers and graduate students. It uses a demand-stress strain-outcome model to evaluate stress impacts, thus building on an approach with demonstrated utility while offering an opportunity for further refinement. In this we calculate the three types of stress that produce stress in the students that are Event stress, Felt stress and Conflict stress. The method used to test these hypotheses is questioner mean and standard deviation and the results are drawn that indicate the temporal location of the variables in the stress- strain-outcome path is based on a priori conceptualization, the inherent quality of measure, and an attempt to impose on a time frame by instruction provided to the respondent.
There is positive relationship between stress and examination, financial problems and lack of interest. A questionnaire was distributed among student. In these study students were selected as the sample because the focus of this study is on student.
So only the student can response correctly and if data were taken from other field of society responses could never be valid and desirable. A sample of students was taken into account for the responses.
Hence, the creation of stress management program of Cagayan Valley Computer and Information Technology College The framework in Figure 1 presents the relationship of the stressors and the extent of stress the college students were affected in the interpersonal, intrapersonal, academic and environmental conditions. Those that were found crucial for immediate solutions were identified and were part of the bases for a proposed Stress Management Program for students in schools.
Hence, students, school administrators, teachers and parents would primar- ily benefit from the result of this study. Sources of Stress among College Stu- dents Figure 1. The Research Paradigm 2. Methodology The descriptive-purposive research was used in this study. Gadzella Other sources of data were based on the referrals of the Guidance Counselor in the college. Observed feelings they commonly encountered were placed into a structured questionnaire and validated by experts.
The teacher with training on e-counseling utilized the e-mentoring processes and conducted informal interviews with other teachers in the school environment using the unstructured interviews. A total of college students responded to the referrals of counseling and advising for which the purpose of the study was taken as the boundary.
Simple frequency and percentage count, mean and rank were used in the treatment of the data. For qualitative equivalents of the data gathered, a 5-point scale was utilized. Pearson-r correlation was also used to test the hypothesis set forth. Interpersonal 3. Intrapersonal 2. Academic 2. Environmental 1. Change in social activities 1. Roommate conflict 1. Relation with opposite sex 3. Trouble with parents 3.
Based on the items enumerated in the questionnaire for each stressor, only the first three highest mean ratings were presented in Table 2 as the most possible stressors of college students. The highest mean were observed in financial difficulties, lower grade as expected, increase in class work load, work with people you do not know and trouble with parents.
During the interview sessions of students taken at random from the actual enrollees of CVCITC for school year , the following stressful con- ditions were confirmed: the college is exposed to many problems in the family environment that relates to finances and the expectations of students to receive parents approval relates to grades and student accomplishments in school.
The reasons of fears in public speaking were due to their low self esteem and facing the opposite sex. Sources of Stress among College Stu- dents Table 2. Work with people you do not know 3. New responsibilities 3. Financial difficulties 4. Spoke in public 4. Change in eating habits 2. Increased in class work load 4. Lower grade than expected 4. Missed too many classes 2. Anticipation of Graduation 3. Some students affirmed that they missed to attend their classes in anticipation of their graduation.
With increased in more class work load such as reports and term papers, they suffered from the changes in their eating habits and new responsibilities. There is no much worry about environmental stressor because it can easily be resolved by the school ad- ministration. Table 3. Interpersonal VS Intrapersonal 0. Interpersonal VS Academic 0.
Interpersonal VS Environment 0. It denotes that when interpersonal stressor is not significantly related to intrapersonal, academic and envi- ronmental stressors.
Results are lesser than the critical-r value of. Therefore, the null hypothesis is accepted. Their dealing with the other person is not related to the stressors from academics and environment.
Academic related activities should include more information campaign and advising for students who are potential to excel in academics lower grade than expected, increase in class load, anticipation of graduation ; 3. Intrapersonal related program should include financial difficulties, spoke in public, new responsibilities; 4.
Effective teaching. Third edition. D, Jaquelyn Liss Resnick, Ph. Stressors-External and Internal. Journal of College Student Development 49 5 pp. College Life Stress. Tackling your Dire Need for Approval. A Guide to Ra- tional Living. Suicide and depression among college students: A decade later. Pro- fessional Psychology: Research and Practice, 32, College Student Journal, 39 2 , College Stu- dent Journal, How to Identify the Sources of Stress in College.
USA: About. The relationship between achievement goal orientation and copying style: Traditional vs. College Student Journal, 37, School-related issues cause anxiety. Stress in College Students. December Stress at Work. J D'Zurilla, and C. Sheedy Relation between social prob- lem-solving ability and subsequent level of psychological stress in college students.
Journal of Personality and Social Psychology 61 5 : BULO Ms. Juvilyn G.
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