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Sources of academic stress – a study on management students.
Abstract and Figures
The objective of this study is to explore the components of academic stress among the post graduate management students. Academic stress among students has long been researched on, and researchers have identified different stressors. The study further tries to make an in-depth investigation into each component of academic stress such as curriculum and instruction, team work related issues, assessment, and placement, to identify the micro issues that are causing stress. Around twelve micro issues have been identified under the curriculum and instruction component while four stressors were prioritized related to team work; five sub issues regarding assessment and three micro issuses under placement components of academic stress. The sample comprises of 500 postgraduate management students from various management institutes spread across the Warangal district of Andhra Pradesh in India. Data was collected through self designed academic stress questionnaire based on previous models available.
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... For students, the study-related stress, which especially includes examination, its preparation or the time of exams is extremely high and has been extensively studied in literature (Pandey et al., 2023;Fernández-Castillo for University of Spain, 2021;Ahmad et al., 2021;Al Qahtani and Alsubaie, 2020;Pullokaran, 2018;Reddy et al., 2018;Rahim et al., 2015;Gbettor et al., 2015;Deb et al., 2014;Bataineh, 2013;Nandamuri and Gowthami's, 2011;Yumba, 2008;and Abouserie, 1994). ...
... Literature also quotes academic performance and vast curriculum as strong factors triggering anxiety and stress (Guzmán et al., 2023;Wang et al., 2023;Zhan et al., 2021;Bashir et al., 2019;Pullokaran, 2018;Sebastian, 2018;Sharma et al., 2016;Rahim et al., 2015;Gbettor et al., 2015;Bataineh, 2013;Jaekul et al., 2013;Elias et al., 2011;Nandamuri & Gowthami, 2011;Benette, 2010;Yumba, 2010;and Dimitrov, 2017;Abouserie, 1994). ...
... A significant amount of literature has been on stress among students in professional fields such as medical or other sciences (Reddy et al., 2018;Rahim et al., 2016;Abdulghani et al., 2011;Elias et al., 2011;Bayram and Bilgel, 2008;and Sreeramareddy et al., 2007) and management studies (Nandamuri and Gowthami's, 2011;Bhat et al., 2018). Rahim et al. (2016) and Elias et al. (2011) found that the stress level is highest among finalyear students in different Universities in Malaysia. ...
Well-being is essential to lead a fulfilling and enjoyable life. Today's fast-paced world causes stress and strain, affecting physical and mental health. The study focuses on stress among students who are anxious owing to competition and performance-oriented objectives. The study describes academic stress, deliberates its causes, and discusses its impacts and manifestations. Factors affecting the perception of stress for a sample of 633 college students in Delhi-NCR are examined. Learner assessment of stress perception is measured using twenty-five items with responses collected on a 5-point Likert Scale. Additionally, the perceived impact of stress on the health and productivity of learners is also examined using six items. The ordered logistic regression model is employed to empirically examine the impact of demographic factors, home and college environments, as well as anxiety about the future on perceived stress amongst the respondents. More than 65 percent of respondents reported facing medium or high levels of stress perception. The study finds no difference in the average stress perception based on gender, but academic pressure, family income and teachers, peer and parental pressure emerge as stress-contributing factors. Examination, curriculum, and time pressures appear to be the most significant factors affecting stress perception. An increase in perception regarding examination, curriculum and time pressures significantly increases the ordered log-odds of moving to the higher stress perception category by 1.19 units. The study makes a compelling case for shifting the focus of education from purely academic to students' holistic development. Given the increase in stress perception, coping strategies for stress management are desperately needed. Recreational activities and the provision of appropriate counselling services by higher education institutions are imperative in this respect. Additionally, parents, teachers, and policymakers working together may do a lot to help youngsters manage their stress.
... Similarly, Rafidah, et al (2009) found that University students in Malaysia experienced high stress due to fear of academic failures and lack of time management skills. Also, in line with the present findings, Nandamuri and Ch (2014) found that students in India experienced stressors due to team work. This issue of team work is similar to the group work in this study because the students were often mixed in formal teams for the sake of group assignments and presentations. ...
This study focused on management of students' stress in Federal Colleges of Education in Nigeria. Descriptive survey research design was used. Two research questions guided the study. The population of the study consisted of 1,322 students enrolled in year-three and year-one National Certificate of Education in the two Federal Colleges of Education in Enugu and Anambra States. The random sampling technique was used to select a sample of one hundred and eighty (180) respondents. Data collected were analyzed using mean and standard deviation to answer the research questions, while t-test was used to test the hypothesis at 0.05 level of significance. A researcher-developed structured questionnaire was also used titled "Management of Students' Stress Questionnaire" (MSSQ) for data collection. The instrument for data collection was a questionnaire containing 34 items. The major findings of the study revealed that: course-related factors were the most prevalent causes of stress amongst college students; students in different levels/years of study experienced similar severity of stress and there was evidence that academic stress is a common problem for college students irrespective of year of study. Based on the findings, it was recommended among others, that lecturers should advice college students on their career options, credit unit requirements; government should make more funds available for provision of adequate school plant; school management to organize activities to promote mental health of students, develop computer software for easy processing, storage and retrieval of results; and above all employ enough qualified staff to counter the effect of increased student enrolment in federal colleges of education in Nigeria.
... Similarly, Rafidah, et al (2009) found that University students in Malaysia experienced high stress due to fear of academic failures and lack of time management skills. Also, in line with the present findings, Nandamuri and Ch (2014) found that students in India experienced stressors due to team work. This issue of team work is similar to the group work in this study because the students were often mixed in formal teams for the sake of group assignments and presentations. ...
This study focused on management of students' stress in Federal Colleges of Education in Nigeria. Descriptive survey research design was used. Two research questions guided the study. The population of the study consisted of 1,322 students enrolled in year-three and year-one National Certificate of Education in the two Federal Colleges of Education in Enugu and Anambra States. The random sampling technique was used to select a sample of one hundred and eighty (180) respondents. Data collected were analyzed using mean and standard deviation to answer the research questions, while t-test was used to test the hypothesis at 0.05 level of significance. A researcher-developed structured questionnaire was also used titled "Management of Students' Stress Questionnaire" (MSSQ) for data collection. The instrument for data collection was a questionnaire containing 34 items. The major findings of the study revealed that: course-related factors were the most prevalent causes of stress amongst college students; students in different levels/years of study experienced similar severity of stress and there was evidence that academic stress is a common problem for college students irrespective of year of study. Based on the findings, it was recommended among others, that lecturers should advice college students on their career options, credit unit requirements; government should make more funds available for provision of adequate school plant; school management to organize activities to promote mental health of students, develop computer software for easy processing, storage and retrieval of results; and above all employ enough qualified staff to counter the effect of increased student enrolment in federal colleges of education in Nigeria.
... The research claimed that academic stress can be positive to enhance academic performance. Major reason of academic stress is exam fear in every semester due to competition (Nandamuri & Gowthami, 2011). The findings revealed that there was a statistically significant impact of motivation on academic achievement. ...
The current study analyzes the impact of academic stress on motivation and academic achievement of undergraduates. The nature of the study is quantitative and survey research design was used. Students of University of Sargodha were selected as the population for this research. The sample was taken from four faculties and seven departments through multistage convenient sampling technique. Data was collected from 565 undergraduate students by using two adaptive questionnaires. Students’ academic performance was measured through cumulative Grade Point Average (CGPA). Data was analyzed through SPSS version 22. The descriptive statistics (mean, media, mode, standard deviation and normality test) and inferential statistics (correlation, regression and t-test) were used for data analysis. The findings showed insignificant gender differences among academic stress, learning motivation, and the academic performance of the university students.
Background
Stress is a major concern among research scholars as it has a detrimental effect on mental health, productivity and overall well-being. Several stressors, including academic pressure, financial issues, lack of resources and guide–student relationships, significantly contribute to the increased risk of lower physical and mental well-being in the long term. It is important to understand how stressors contribute to increased stress levels.
Summary
This study aimed to investigate the causes and consequences of stress, coping strategies in research scholars and policy implications of stress management. A literature search was performed using Google Scholar and PUBMED. This study included original research and review articles that were published in English. This study highlights academic pressure, lack of resources, guide–student relationships, future uncertainty, financial issues and work–life imbalance as major stressors for research scholars. Chronic stress decreases physical, mental, academic and professional outcomes.
Key Message
We propose adapting the ‘AAA strategy (approach, assessment and administration)’ by universities and institutes for stress management in research scholars. Policy changes in academic research are needed to improve research scholars’ overall productivity and quality of life.
Nowadays stress is a common problem in our modern life. It has become a part of student’s academic life due to the various internal and external expectations placed upon their shoulders. So the study was aimed to identify those factor of stress which affect on academic life of secondary and higher secondary school students. A qualitative method was used in gathering and analysing data. So a survey questionnaire was prepared for the study and used to assess the various factor of academic stress. The questionnaire consisted of 20 statements which explain the factors of academic stress among different level of school students. The obtained results showed that many factors were responsible for academic stress. The findings from this study could be useful for future research on examining the factors of academic stress and might help counselors working with school students to create the counseling programs.
Academic stress has become a worrying problem. Because this academic stress affects the performance in the classroom learning process of students. It is suspected that peer pressure is the cause of academic stress. This study aims to examine the influence of peer pressure on academic stress among students of UIN Walisongo Semarang. Using a survey method with a quantitative approach, data were collected from 200 students through a questionnaire that measured the level of peer pressure and academic stress. The results of statistical analysis using simple linear regression showed that there was no significant influence between peer pressure and academic stress, with a p-value greater than 0.05. This finding suggests that peer pressure is not the main factor influencing academic stress in students of UIN Walisongo Semarang. Discussion of the results of this study reveals that there may be other factors that are more dominant in determining the level of academic stress.
The purpose of
this book is to provide a focal forum to share the latest research findings, knowledge,
opinions, suggestions, and vision, while also providing a variety of interactive platforms in the field of Social Science.
Stress has become part of human's life due to the various internal and external expectations placed upon their shoulders. To understand the sources and impact of workplace stress in order to derive adequate and efficient intervention strategies to improve mental health of employees working in E.I.D Parry (India) Limited. The study employed a quantitative research design where participants were screened using Stress Scale (Rajendran& Kaliappan, 1991). Stress adversely affects their mental health among the employees. Understanding the sources of stress would facilitate the development of effective counselling modules and intervention strategies by school psychologists and counsellors in order to help students alleviate stress.
Achievement assessment has undergone a major shift, from what some call a `culture of testing' to a `culture of assessment'. Nowadays, a strong emphasis is placed on the integration of assessment and instruction, on assessing processes rather than just products, and on evaluating individual progress relative to each student's starting point.
This book addresses assessment issues in light of the present state of affairs. The first part discusses new alternatives in the assessment of achievement in various subject areas, focusing on agenda, practice, impact and evaluation of the assessment. The second part deals with issues related to assessment of the learning process, specifically: questions concerning the assessment of individual differences in prior knowledge, learning skills and strategies.
This study examined how activity and engagement qualities were related to stress. Experience sampling using e-mail pagers collected simultaneous ratings of stress and qualities of activity for 30 college women during 14 days. Surveys included narrative questions about activity types, feelings, and experience and Likert-type scales rating activity qualities and stress. A total of 2,327 surveys were analyzed using descriptive, configural frequency, and qualitative analyses. Students rated 34% of all events as stressful. Most were academic tasks (41%), overrepresented compared to overall frequency. Finding an activity to be high in complexity was most likely to lead to perceptions of increased stress for students; however, there were also social circumstances and low complexity activities in which stress was experienced.
This tractate is based on the empirical study on the police work stress, symptoms and coping strategies among the police service in Botswana. The data was based on a sample size of (N = 229) of police officers in Gaborone and its surrounding. A total of 10 police stations were sampled for this study. A simple convenient random sampling technique was employed to sample the participants. Data was analysed using a simple descriptive statistics and frequency tables. The finding from this study reveals that the police work stressors are; getting injured while on duty and the use of force when the job demand to do so etc. The coping strategies were identified as exercising, socialising, healthy eating or diets, career planning and employee training. This treatise had its own limitations. Sample size and geographical coverage was only confined to Gaborone and its surroundings. Therefore, there is need to include more regions using larger sample size. The research adopted survey approach using quantitative method only, therefore it is suggested that, the study be replicated using triangulation methods to validate these findings. However, it is hoped that these findings will add to the existing body of knowledge and contribute to the understanding of the nature of police work stress.
The major aim of the present research was to compare students’ attitudes and dispositions toward teacher-made essay versus multiple-choice type exams. The primary study was conducted on a sample of 174 junior high school students, who were administered a test attitude inventory specifically designed to assess students’ attitudes towards essay versus multiple-choice type formats on a variety of critical dimensions. The study was partially replicated on a sample of 101 seventh- and eighth-grade students who were administered a modified version of the test attitude inventory that was used in the first study. Overall, the data from both studies were remarkably consistent, pointing to more favorable student attitudes towards multiple-choice compared to essay type formats on most dimensions assessed. The practical significance of the results for classroom test construction are discussed and some suggestions are made about potential future applications of test attitude inventories in the classroom setting.
This study examines the linkages among quality of learning experience, students' burnout, and students' commitment to their college. The findings indicate that involvement and flexibility are dominant determinants of students' burnout. The strongest predictors of students' commitment are felt accomplishment, involvement, and student-faculty contact. Implications are discussed.
The title Assessment 2000 would have sounded like science fiction a few decades ago, an opportunity to use my imagination in making creative and wild speculations about assessment in a distant future. However, less than half a decade before the due date, this chapter entails more modest and careful speculations, based on contemporary theories and on lessons gained from current practice. Indeed, it starts by introducing the most generic term currently used in educational literature with respect to assessment, i.e., alternative assessment. It briefly explains to what and why an alternative is sought and describes the main features of this type of assessment, as it is currently viewed. Of the various devices subsumed under the alternative assessment umbrella a focus is put on the portfolio describing its various types, uses and criteria for judgment. Next, criteria for evaluating alternative assessment and lessons to be learnt from current practice are discussed, and finally, a rationale for a pluralistic approach to assessment is presented.
This article presents evidence from three samples, one of graduate students at both doctoral and master's level, another entirely of first-year doctoral students, and the other solely of master's students, to assess the psychometric characteristics of a theory-driven measure of perceived stress for graduate students, the Graduate Stress Inventory-Revised (GSI-R). Results of the first study allowed for the evaluation of the original scale, the Graduate Stress Inventory (GSI), and led to a few deletions and improvements in the wording of a significant number of items. It also indicated that the GSI-R possessed moderate to high internal-consistency reliability. Three-factor structures were identified. Results of the second study determined the concurrent validity of the GSI-R using Spielberger's Trait Anxiety scale. The third study showed adequate retest reliability of the GSI-R. The GSI-R is suggested for examining the role of appraised stress in the lives of graduate students.
Academic situational constraints are out-of-class circumstances and activities which increase a student's work load, cause stress, and constrain academic performance and development. In this study, an instrument assessing 15 types of constraints was developed and administered to 405 college students. Principal components analysis and a multitrait-multimethod analysis generally supported the convergent and discriminant validity of the scales. Using SAT scores as a control variable, situational constraint scales accounted for significant amounts of unique variance in perceived work load, stress, GPA, and perceived academic development.