Stress and Well-being in Students

This assignment delves into the multifaceted issue of stress among students, examining its impact on academic performance, mental health, and overall well-being. It analyzes various sources of student stress, including academic pressure, social expectations, and financial concerns. The assignment also explores psychological correlates of stress, such as self-critical perfectionism, acculturative stress, and depression. Furthermore, it investigates the effectiveness of coping mechanisms and support strategies in mitigating stress and promoting mental well-being. Students are encouraged to draw upon the provided research articles to support their analysis and conclusions.

Health and Wellbeing in a
Classroom

Contents
CHAPTER 2: LITERATURE REVIEW.........................................................................................1
2.1 Introduction............................................................................................................................1
2.2 Analyses impact of depression, stress on studies and mental status of students...................1
2.3 Various technologies that can support the students in class room.........................................5
2.4 Effectiveness of information technologies and mobile application in improving well being
of students....................................................................................................................................8
2.5 Design and propose an app prototyping that focuses on analysing the mental health issue
along with recommending the preventative measures for students...........................................10

CHAPTER 2: LITERATURE REVIEW
2.1 Introduction
This is an important chapter in dissertation as it enables to develop in depth
understanding (Rice, Choi and Anderson, 2012). There are many researches that are carried out
by other authors on similar or related topic. The type of information those are helpful to develop
learning and knowledge towards the research topic. Secondary data are focused on considering
the view point that is provided by various authors. Advancement in technology has helped in
improving leaving standards of people (Abdulghani, AlKanhal and Alfaris, 2011). Due to
changing eating habits and increase in competition has creased negative impact over health on
mental and physical level. Based on the objectives set literature review is covered.
2.2 Analyses impact of depression, stress on studies and mental status of students
As per the view of MacBeth and Gumley, (2012) Depression reflects situation of the
individuals which leads them to be sad and low energetic. A person suffering from stress seems
to be sad and have no interest in the activities going around. It decreases the ability and
willingness of a person to perform any kind of activity (Park, You and Chang, 2010). Similarly,
the students, once who used to be excellent in their academics, under depression may lose their
academic excellence.
In the contradictory opinion of Iwamoto and Liu, (2010) depression is a low mood state which
negatively affects a person's behaviour and thoughts. It changes the reaction of an individual
over a particular action. The students suffering from depression may start behaving abnormally
with their friends and family. They may become more introvert. They may lose their interests in
those activities which they once used to admire.
In the view of Cacioppo, Hawkley and Thisted, (2010) Stress depicts a situation of
emotional or mental tension of a person raised due to certain prevailing circumstances in their
surroundings. Stress can have a positive or negative impact on a person, depending upon the type
of stress. If a stress is positive, the person can gain an opportunity to grow with this stress and
when a stress is negative, a person faces social, physical and emotional torture (Arbona and
Jimenez, 2014).
The impact of stress and depression on the academic and mental level of the students is
hazardous and long lasting (Richardson, Abraham and Bond, 2012). Parental pressure, teacher's
1

pressure or any other related pressure may cause high degree of stress among the students. This
stress may further lead the students to become depressed. Depression may adversely affect the
behaviour of the students. They may become mentally ill and non-responsive towards the
happenings in the surrounding (Wei, Liao and Botello-Zamarron, 2010).
The diet pattern of the students may change due to stress and depression. In both the
situations, it is the very first impact of its kind. Changes in diet pattern of the students may affect
their health adversely. Students may not necessarily reduce their eating habits, in some cases it
has been noticed that students may also increase their eating habits, which is also hazardous to
their health (Cohen and Janicki‐Deverts, 2012).
According to the view of Wang, Lee and Yeung, (2014) stress and depression may also
lead to changes in the sleeping patterns of the students. Students may start sleeping more or they
may start skipping their sleeps. Both the situations may directly affect the children's mental
status and indirectly it may affect their scholastic performance (Cha and Lee, 2014).
All these changes in the diet and sleeping patterns may affect or weaken the immune system of
the students, it may also affect their digestive system or they may suffer from anxiety. The
students may lose their self-confidence and stop interacting or socializing, which is an essential
part in today's generation (Sowislo and Orth, 2013). Students may start having a feeling of being
alone. The student's attendance record may get affected due to their weak health conditions,
which will again reflect poor academic performance of the students.
As per Abdulghani, AlKanhal and Alfaris, (2011) there are different types of reasons due
to which a person gets affected and result in stress, depression, etc. In all aspects of life
individuals face situations of stress and this negatively affect health. When talking about students
the type of pressure that they develop is because of the expectations that teachers or parents have
(Hernandez, Blavo and Hage, 2010). In accordance with one set of reason, when a student is not
able to meet the expectations of his/her parents, then it develops condition of stress and
depression. Slowly this is developed into a mental condition. MacBeth and Gumley, (2012) the
type of perception that is carried out by individuals is different. There are people who may be
able to overcome the issues easily and there will be some of them who may develop suicidal
tendency (Jenkins, Belanger and Durón, 2013). These are because of the pressure and stress that
a student develops.
2

According to Iwamoto and Liu, (2010) there are both positive and negative impact due to
stress, depress on mental health. However, it is identified that at long run it has negative impact
on health. As per the type of perception carried out, there will be some of them who prefer to
perform their responsibilities under pressure and there are some of them who do not prefer to
take pressure and fail to perform their set of roles. Further, there are students who are able to
handle and take up pressure easily. However, in conditions were the rate of pressure is not being
handled, then it has negative impact (Cacioppo, Hawkley and Thisted, 2010). There are many
tasks that have to be performed by each of the students within speculated time period. When they
are not able to perform them, then increases the rate of stress. Stress can be for any student and
the reasons can be many. However, so of the common reasons for stress are as follows:
Examination: At frequent basis there are different types of examinations that are carried
out by school management. The total time period in which teachers complete the course and
conduct examination is less (Richardson, Abraham and Bond, 2012). In situation that total time
that each of the student to get prepared for the exam is less. This way, the stress is developed and
the person in stress is not able to consume food properly. There are many medical issues that are
faced by students who face pressure or stress.
Difficulty in organising work: At school, when situations like many tasks are given within
speculated time period, then it becomes difficult for individuals to manage (Jeong and Park,
2013). It is important to make sure that work is properly managed and this is not done in
effective manner, then it negatively affects the health as it creases stress situation.
Deadlines: For each of the work condition, it is identified that work that consist of
deadlines create pressure (Wei, Liao and Botello-Zamarron, 2010). In schools, there is different
type of assignments or short period projects that has to be conducted. When a students is not able
to meet the deadline, then it creates stress.
Poor time management: Time needs to be managed so that the tasks that are required to
be performed can be undertaken in effective manner. It is important to make sure that each of the
student possess this skills and divide the work as per their preferences (Cohen and Janicki‐
Deverts, 2012). When a student is not able to perform this in effective manner, then he/she faces
situation of stress.
3

These some of the conditions that are faced by students that causes them depression and
stress. There are different types of impact that individuals face due to high pressure and they are
as follows:
Mentally: Certain amount of stress stimulates mentally and when the rate of pressure is
high, then it affects thinking ability (Wang, Lee and Yeung, 2014). In order to think over any
topic, it requires to have certain set of mental focus and in condition of pressure this is not
possible and this also increases the rate of confusion. Students get preoccupied with problems
and the pressure on them also increases. Individuals fail to take up decision for the conditions
raised. Thinking about the negative impact causes serious problem and issues faced by taking
appropriate decision (Bland, Melton and Bigham, 2012).
Emotionally: The type of response that is given by students will be different. In this
context, some of the common emotional effects are like anger, fear, self-doubt, impatience,
panic, hopelessness, etc. (Sowislo and Orth, 2013). All these type of condition make a person
moody for the situations they face.
Physically: In accordance with the physical changes that are taken place, it is identified
that heart pumps faster and this makes it raise blood pressure. As per Abdulghani, AlKanhal and
Alfaris, (2011) there are some of people who also face palpitations. Apart from this, it also
causes headaches, jaw ache, dizziness, increases muscle tensions, etc. Further, digestion system
slows down and it causes butterflies in stomach. The rate of breathing becomes faster and
sometimes it leads to over breathing or vice versa. In addition to this, when flow of blood
changes, then it causes clammy or blushing feet and hands, sweating, etc. (Elzubeir, Elzubeir and
Magzoub, 2010).
Rice, Choi and Anderson, (2012) stated that depression sticks all teenagers and some are
able to overcome them but there are few who fail to do so and face problems related with mental
illness. Individuals below the age of 20 years need support from the side of parents, friends, etc.
who are able to understand the condition and provide them ways to overcome them (Park, You
and Chang, 2010). Below given are some of the factors that contribute towards depression:
Academic stress: All the students are pressurised to succeed academically. In this context,
there are emotional difficulties that are faced by students and they are not sure how to manage.
When the cost of higher education raises, then families reliant on scholarship so that expense can
4

be offset (Prinz, Hertrich and de Zwaan, 2012). Causes for stressing include tests, grades,
classes, etc. and all these cause depression.
Peer pressure: A student learns to navigate unsettling and complex world of social
interaction in new ways (Arbona and Jimenez, 2014). For most of the students popularity is
important for most of the teens. Further, it includes peer pressure of trying out drugs, drinking or
any other type of experimental behaviour can be determined as traumatic for teens.
Romantic problems: Romantic entanglements are considered to be important and
influential part of life. There are many reasons due to which a teen can get into depression.
All these above mentioned are few factors that cause depression. These make person
mentally and emotionally disturbed and has high negative impact. According to Cha and Lee,
(2014) depression is a common mental disorder which causes individuals to experience
depressed mood, feelings, guilt, loss of interest, etc. There are different type of symptoms in
depression, these are difficulty in concentrating, feeling anxious all time, loss of appetite,
physical pain, self-harm, etc. (Hernandez, Blavo and Hage, 2010). There are different types of
models that are included in depression. In this context, it includes Cognitive Behavioural model
of depression. This is a type of model that focuses on three different aspects due to which a
person faces depression. The individual who is depressed is more likely to think inaccurate
thoughts and they are more likely to behave in a way to maintain depression. In order to
overcome the situation of depression, it is important focus on behaviour and thoughts. For
changes in behaviour can be identified with dropping hobbies, spending time alone, more time
on bed, less self care, etc. (Jenkins, Belanger and Durón, 2013). On the other hand, common
inaccurate thoughts include mind reading, taking things personal, negative filter, etc.
Figure 1: Depression Model
5

(Source: Model of Depression, 2014)
In accordance with the above, figure, it can be stated that thoughts, feelings and
behaviour of a person changes when they face depression. These are type of condition due to
which people tent to understand the requirements in effective manner (Jeong and Park, 2013).
When the changes are identified, then students need to be provided with proper care and support.
2.3 Various technologies that can support the students in class room
As per Bland, Melton and Bigham, (2012) with time there are many changes that have
taken place in relation with support and care. However, there are both negative and positive
impacts faced by students. The rates of people making use of technology for entertainment or
interaction with others have raised. It is important for the teachers to understand the preferred
that are made and have to make themselves change accordingly (Elzubeir, Elzubeir and
Magzoub, 2010). In this context, teaching with technology is helpful enough to make students
learn through supporting instructional objectives. However, it is difficult tasks to select the most
appropriate technology that will be support the students to grow. Prinz, Hertrich and de Zwaan,
2012 stated that technology is a type of tool and method that is used to solve problems and in
attaining the set goals. Advancement in technology has helped in presenting data physically and
virtually. Below given are the different ways through which technology can help students:
Online collaboration tools: This includes tool like Google apps that enable students to
share documents online. Further, they can also edit them and project them on screen
(Zunhammer, Eberle and Busch, 2013). This way, student gets a collaborative platform to
brainstorm documents and ideas on which they are working on.
Tablets: These are helpful enough to link to computers, cloud and projectors. This way,
students and instructors are able to interact with texts, diagrams and drawings.
Presentation software: Software like PowerPoint helps teachers to videos and high
resolution photographs and sound files to augment text.
Lecture-capture tools: It includes Panopto enables teachers record lectures from
computer. When students get the lectures that are recorded by the teachers, then they can refer
them at the time they study (Shah, Hasan and Sreeramareddy, 2010). This is an effective way for
learning and supporting materials for developing knowledge.
6

There are many reasons that can be identified for students support for making use of
technology in classroom. In this context, below given are the few reasons:
 When mobile applications are used properly, then students can be made focused on
developing their understanding towards their future career. In accordance with research
conducted, it can be stated that student who make use of technologies in classroom are
able to decide on their future carrier to be (Mohammadian, Shahidi and Zayeri, 2011).
However, when compared with the times were technologies were not presented. There
was fixed job specifications that were taken up by people. However, technology has
provided wider areas of thinking jobs that can be taken up by students.
 Each student has different way of thing and perceiving thing, when a student get the
opportunity to present their way of thing things, then technology is highly effective. In
other words, it helps to encourage collaboration. Further, it also enables to students to
connect with others with different learning styles (Berry and York, 2011).
 Making use of technology, enables students to develop their skills related with digital
citizenship. Learning to use technology is an aspect but to determine the ways to use
them is totally another level.
 Integrating technology helps students to be engaged with education. In this modern world
students make use of smartphones and tablets to learn and play so use of these technology
in class room boost them up to develop positive perception within their mind for learning
new things (Currie, McGrath and Day, 2010).
 Another effective way is by combing traditional teaching with virtual reality. The type of
learning that each of the student possesses is different. There are some students who
prefer to learn with theoretical information. However, there are some of them who prefer
to practically perform and learn. Similarly in classroom when visual presentation is
provided, then it helps to make students remember things for longer period of time
(Elder, Nidich and Nidich, 2014). There are researchers that are conducted and it is
identified that people learn and keep things in their memory when learning is presented
visually.
 When technology are used properly, then students can be provided with up to date
information at are easily available to them.
7

 With the help of technology, students become more responsible. When smartphones and
tablets used of their own or borrowed provide students to improve their decision making
skills and for taking ownership (Thomée, Härenstam and Hagberg, 2011).
There are different types of technology that can be followed within classroom. In this
context, below given are some of the technologies used:
Use of computer: With the help of technology, it is helpful enough to change the type of
perception and studies that were carried out in schools. In classrooms there are desktop
computers in which all the lecture notes and visual presented make chapters of various subjects
interesting (Billinghurst and Duenser, 2012).
Creating class blogs and websites: By making use of WordPress, it enables to create
blogs and websites. This way, teacher can create class blogs in which assignments can be posted.
In conditions were school does not have server to host, then teachers can also make use of free
website hosting services like blogger.com or wordpress.com. (FernáNdez-LóPez, RodríGuez-
FóRtiz and MartíNez-Segura, 2013)
Using mobile devices: For academic purposes, smart phones can be used. The rates of
people making use of smartphones are increasing. Applications like “Piazza” can be used to
access course materials and to post questions related with the subjects. Further, information
regarding the classes to be held and other related information can be provided to all the students
with single message.
Using digital microphones in classroom: Classroom can be characterized by endless
noise. In such condition, it becomes difficult to sound of teacher to reach students (Domingo and
Garganté, 2016). In this context, microphones are effective enough to transmit voice to loud
speakers so that all the students in the class can listen. The rates of these micro phones are high
but it requires to make investment so that proper support can be provided.
Making use of smart interactive whiteboards: This type of technology has touch screen
functionality and this makes teachers to illustrate points making use of figure or pen. Further,
projector is also used that enables to provide visual images on white boards (Ostashewski and
Reid, 2010). These are effective enough to make each students understand and learn.
Using online study tools: Dynamic Periodic Table that is a tool for online study is used by
students who study chemistry. Biology student make use of Foldit so that they have proper
8

understanding about proteins and maths students can make use of Mathway for solving
challenging problems. All these way of online studying helps to improve knowledge.
Making use of online media: Both students and teachers can make use of online streaming
medias so that learning can be done in classroom (Looi, Zhang and Soloway, 2011). By making
use of projector, white board, internet, etc. teachers can display real time examples from
YouTube.
2.4 Effectiveness of information technologies and mobile application in improving well being of
students
As per Gikas and Grant, (2013) both mobile applications and information technology are
highly effective for students in number of ways. In this context, some of the aspects that have to
be considered are related with students developed make students to overcome mental issues. As
it was stated above, there are different types of issues that are faced because of which health
condition arise (Chen and Denoyelles, 2013). With this respect, when parents and teachers have
close interaction with students or child, then they will able to support them to overcome mental
problems. Issues related with metal health arise when there are not solution to any problem is not
identified. This causes to create depression or raises stress level. With this respect, use of
technology has positive impact within the mind of students. They are able to make the classroom
teaching in fun way and the rate of concentration and understanding will be high (Zhang,
Trussell and Asam, 2015). Further, information technology enables to create a database of skills
and capabilities that each of the students possess. Moreover, a system can be developed in which
performance level can be listed. This way, teachers are able to identify the areas in which
improvement can be identified. There are many research that are carried out in respect with
making use of mobile phones in classrooms. As per Hwang, Lai and Wang, (2015) it is
identified that majority of students prefer to make use of mobile devices. It make easier to
improve their access to information. Further, they are able to able to find any answers using
technology but all these aspects are only possible when use of this aspects is done in positive
manner (Sandberg, Maris and de Geus, 2011). Below given is the effectiveness of mobile
technology for students for making use within class room:
Healthy interaction: There are different types of applications that are helpful enough to
have interaction with each other (Huang, Lin and Cheng, 2010). Further, a school can develop
9

their own application so that all the teachers and students are able to have interaction with each
other. The rate of pressure is reduced when all the parents and well aware of the learning and
type of activities that are made by the school management. This way, it becomes helpful enough
to develop positive perception within the mind of people towards the work that are provided.
When a student is not able to understand the teaching that are given by any staff, then he/she can
be provided learning by making use of videos or visual presentation (Rice, Choi and Anderson,
2012).
Enables to reduce stress: One of the main stress condition is developed when a student is
not able to follow the teaching that are given in the class. However, it is important for the
teachers to analyse and evaluate students so that they are able to understand the preference of
each one (Park, You and Chang, 2010). When proper identifications are made, then it becomes
favourable enough for them to develop strategies that will help to support them in learning.
However, with the help of mobile technology, teachers are able to get connected with students
and they are also able to provide them with theoretical and visual presented so that each one is
able to understand them.
Making learning fun: When compared with traditional teaching, all the students are to
make use of the books and reach them so that they are able to understand the concept (Arbona
and Jimenez, 2014). However, in mobile phones, there are many applications that are available
and these are helpful enough to make the students to learn each subject with fun. There are
presented made through diagrams and stories are presented in form of cartoons that make
students to learn more fast when compared with traditional teaching.
Setting up reminder: There are different types of subjects that are included and for each
of the subjects there are project and assignments that has to be done. It becomes difficult to make
note of all the assignment completion dates (Cha and Lee, 2014). In this process, mobile
applications are highly effective to remember the aspects in effective manner. All the project
with their deadlines can be noted down and as per the reminders made appropriate plan can be
developed with will help in completing them.
Increases involvement: Attention of students can be created when there is attractive
presentation done. It enables students to develop their learning and understandings by making
them learn by supportive materials provided (Hernandez, Blavo and Hage, 2010). When all the
students are connected, then makes them focus made. In accordance with the research conducted,
10

it is identified that the teaching that are provided are effective at the initial stage. However, by
making use of the materials when that later on will not be effective enough until the teaching
provided are not effective enough.
2.5 Design and propose an app prototyping that focuses on analysing the mental health issue
along with recommending the preventative measures for students
In accordance with the applications that have to be developed, it can be stated that are
different aspects need to be focused (Jenkins, Belanger and Durón, 2013). In this context, it
includes to focus on the level of learning that has to be made. In classroom, there are mainly
three reasons due to which depression or stress occur. These are deadlines, completion of course,
frequent test and projects. The type of application that should be considered need to cover all
these areas so that mental pressure that are faced can be identified. However, there are certain set
of limitations for measuring (Jeong and Park, 2013). This is a type of estimate that can be made
by the application. Below given are the outlines that will enable to determine the mental
condition with the pressure that are faced by students:
Total course: There are different types of subjects that a student has to learn. In order to
do so proper time need to be managed. In the application, user needs to determine the total
subjects and source for each of the chapter (Bland, Melton and Bigham, 2012). This way,
application will be able to develop a proper timetable that needs to be followed to complete
them. As per the timetable that is developed is properly followed, then it will be favourable
enough to set out the learning that has to be made each day. Further, the application will also
help to find out regarding support materials that will be used so that can be used by the student
for learning (Elzubeir, Elzubeir and Magzoub, 2010).
Projects: There are deadlines that are set out for each of the project that are given.
Student just needs to set out the deadlines and topic on which presentation need to be made. In
majority of cases, students do not have proper idea of from where to start (Prinz, Hertrich and de
Zwaan, 2012). The application will be find out materials that will enable to help the student to
prepare for the project. Further, it will also set out targets for each day that they have to complete
so that project can be prepared.
Interaction with teachers and other students: With the help of this application, it will be
favourable enough to make sure that strong regarding can be developed with all the other
11

students (Zunhammer, Eberle and Busch, 2013). Further, there are also conditions identified in
which students face problem in understanding the topic in appropriate manner. In this context,
when interaction is made with teachers at the time of need, then it is helpful enough for the
student to learn and developed. Further, the application also provides all the lecture videos that
are made by their teachers. Moreover, groups can be made of 5 members who can be also have
group studies when all the present on same time (Shah, Hasan and Sreeramareddy, 2010). This
way, the type of doubts and issues that are faced by each one of them can be identified and
appropriate steps can be taken for the same.
Measuring health condition: When all the information is provided in the application, then
it becomes favourable enough determine the pressure that is developed by them. This will be
calculated based on the total time that a student has for completing the project or the assignment
or course that they have to undergo (Mohammadian, Shahidi and Zayeri, 2011). When these are
properly calculated, then they are able to analyse the health condition that are faced by them.
There are conditions in which the students fail to complete the tasks with speculated time period.
In this context, it becomes difficult for them as the work will shift on to other day and this way
the pressure increases. In order to avoid this, it is important to make sure that all the deadlines
that are made by the application are properly followed and are completed. When this is not done,
then it will increase the pressure (Berry and York, 2011). This is one of the way through which
health is calculated.
Health conditions: This is another way for making analysis of the health condition. It is
identified that people who are under stress or depression skip meals. Data can be prepared in
which the reason for which meal was skipped need to be entered (Currie, McGrath and Day,
2010). This will be favourable to determine the total amount to calories that has to be consumed.
For each day there is an appropriate diet mentioned and when this is followed. The diet is
prepared as per the age and weight of the person. When information regarding daily meal is
entered, then the calories that were not consumed will be analysed, this is done on weekly basis.
This is effective enough to determine the type of health requirement that the student need, when
this diet is properly followed, then rate of depression can be reduced (Elder, Nidich and Nidich,
2014).
Motivational thoughts: The application will display each day different type of thought
related with motivation. This will be effective enough to develop positive perception within the
12

mind of students (Thomée, Härenstam and Hagberg, 2011). Further, it also provides the user to
share their own motivational thoughts. These type of steps considering are helpful to make sure
that they are able to develop positive condition among each of the students. Further, it is also
determined to be effective step to make the student boost up and focus on the learning.
13

REFERENCES
Books and Journals
Abdulghani, H. M., AlKanhal, A. A. and Alfaris, E. A., 2011. Stress and its effects on medical
students: a cross-sectional study at a college of medicine in Saudi Arabia. Journal of
health, population, and nutrition, 29(5), p.516.
Arbona, C. and Jimenez, C., 2014. Minority stress, ethnic identity, and depression among
Latino/a college students. Journal of Counseling Psychology, 61(1), p.162.
Berry, D. M. and York, K., 2011. Depression and religiosity and/or spirituality in college: A
longitudinal survey of students in the USA. Nursing & health sciences, 13(1), pp.76-83.
Billinghurst, M. and Duenser, A., 2012. Augmented reality in the classroom. Computer, 45(7),
pp.56-63.
Bland, H. W., Melton, B. F. and Bigham, L., 2012. Stress tolerance: New challenges for
millennial college students. College Student Journal, 46(2), pp.362-376.
Cacioppo, J. T., Hawkley, L. C. and Thisted, R. A., 2010. Perceived social isolation makes me
sad: 5-year cross-lagged analyses of loneliness and depressive symptomatology in the
Chicago Health, Aging, and Social Relations Study. Psychology and aging, 25(2), p.453.
Cha, S. K. and Lee, E. M., 2014. Comparison of stress, depression and suicidal ideation between
nursing students and students of other majors. Journal of Korean Academic Society of
Nursing Education, 20(4), pp.650-658.
Chen, B. and Denoyelles, A., 2013. Exploring students’ mobile learning practices in higher
education. Educause Review, 7.
Cohen, S. and Janicki‐Deverts, D., 2012. Who's stressed? Distributions of psychological stress in
the United States in probability samples from 1983, 2006, and 2009. Journal of applied
social psychology, 42(6), pp.1320-1334.
Currie, S. L., McGrath, P. J. and Day, V., 2010. Development and usability of an online CBT
program for symptoms of moderate depression, anxiety, and stress in post-secondary
students. Computers in Human Behavior, 26(6), pp.1419-1426.
Domingo, M. G. and Garganté, A. B., 2016. Exploring the use of educational technology in
primary education: Teachers' perception of mobile technology learning impacts and
applications' use in the classroom. Computers in Human Behavior, 56, pp.21-28.
14

Elder, C., Nidich, S. and Nidich, R., 2014. Effect of transcendental meditation on employee
stress, depression, and burnout: a randomized controlled study. The Permanente Journal,
18(1), p.19.
Elzubeir, M. A., Elzubeir, K. E. and Magzoub, M. E., 2010. Stress and coping strategies among
Arab medical students: towards a research agenda. Education for Health, 23(1), p.355.
FernáNdez-LóPez, Á., RodríGuez-FóRtiz, M. J. and MartíNez-Segura, M.J., 2013. Mobile
learning technology based on iOS devices to support students with special education
needs. Computers & Education, 61, pp.77-90.
Gikas, J. and Grant, M. M., 2013. Mobile computing devices in higher education: Student
perspectives on learning with cellphones, smartphones & social media. The Internet and
Higher Education, 19, pp.18-26.
Hernandez, M. B., Blavo, C. and Hage, K., 2010. Differences in perceived stress, depression, and
medical symptoms among medical, nursing, and physician assistant students: a latent
class analysis. Annals of Behavioral Science and Medical Education, 16(1), pp.35-39.
Huang, Y. M., Lin, Y. T. and Cheng, S. C., 2010. Effectiveness of a mobile plant learning
system in a science curriculum in Taiwanese elementary education. Computers &
Education, 54(1), pp.47-58.
Hwang, G. J., Lai, C. L. and Wang, S. Y., 2015. Seamless flipped learning: a mobile technology-
enhanced flipped classroom with effective learning strategies. Journal of Computers in
Education, 2(4), pp.449-473.
Iwamoto, D. K. and Liu, W. M., 2010. The impact of racial identity, ethnic identity, Asian
values, and race-related stress on Asian Americans and Asian international college
students’ psychological well-being. Journal of counseling psychology, 57(1), p.79.
Jenkins, S. R., Belanger, A. and Durón, K. M., 2013. First‐generation undergraduate students'
social support, depression, and life satisfaction. Journal of College Counseling, 16(2),
pp.129-142.
Jeong, S. H. and Park, S. H., 2013. Relationship among stress, depression, and satisfaction to
clinical practice among nursing students. The Korean Journal of Rehabilitation Nursing,
16(1), pp.47-54.
15

Looi, C. K., Zhang, B. and Soloway, E., 2011. 1: 1 mobile inquiry learning experience for
primary science students: A study of learning effectiveness. Journal of Computer
Assisted Learning, 27(3), pp.269-287.
MacBeth, A. and Gumley, A., 2012. Exploring compassion: A meta-analysis of the association
between self-compassion and psychopathology. Clinical psychology review, 32(6),
pp.545-552.
Mohammadian, Y., Shahidi, S. and Zayeri, F., 2011. Evaluating the use of poetry to reduce signs
of depression, anxiety and stress in Iranian female students. The arts in psychotherapy,
38(1), pp.59-63.
Ostashewski, N. and Reid, D., 2010, June. iPod, iPhone, and now iPad: The evolution of
multimedia access in a mobile teaching context. In EdMedia: World Conference on
Educational Media and Technology (pp. 2862-2864). Association for the Advancement
of Computing in Education (AACE).
Park, J. Y., You, J. S. and Chang, K. J., 2010. Dietary taurine intake, nutrients intake, dietary
habits and life stress by depression in Korean female college students: a case-control
study. Journal of biomedical science, 17(1), p.S40.
Prinz, P., Hertrich, K. and de Zwaan, M., 2012. Burnout, depression and depersonalisation–
Psychological factors and coping strategies in dental and medical students. GMS
Zeitschrift für medizinische Ausbildung, 29(1).
Rice, K. G., Choi, C. C. and Anderson, D., 2012. Self-critical perfectionism, acculturative stress,
and depression among international students. The Counseling Psychologist, 40(4),
pp.575-600.
Richardson, M., Abraham, C. and Bond, R., 2012. Psychological correlates of university
students' academic performance: A systematic review and meta-analysis. Psychological
bulletin, 138(2), p.353.
Sandberg, J., Maris, M. and de Geus, K., 2011. Mobile English learning: An evidence-based
study with fifth graders. Computers & Education, 57(1), pp.1334-1347.
Shah, M., Hasan, S. and Sreeramareddy, C.T., 2010. Perceived stress, sources and severity of
stress among medical undergraduates in a Pakistani medical school. BMC medical
education, 10(1), p.2.
16

Sowislo, J. F. and Orth, U., 2013. Does low self-esteem predict depression and anxiety? A meta-
analysis of longitudinal studies. Psychological bulletin, 139(1), p.213.
Thomée, S., Härenstam, A. and Hagberg, M., 2011. Mobile phone use and stress, sleep
disturbances, and symptoms of depression among young adults-a prospective cohort
study. BMC public health, 11(1), p.66.
Wang, F., Lee, E. K. O. and Yeung, A.S., 2014. The effects of tai chi on depression, anxiety, and
psychological well-being: a systematic review and meta-analysis. International journal of
behavioral medicine, 21(4), pp.605-617.
Wei, M., Liao, K. Y. H. and Botello-Zamarron, R., 2010. Minority stress, perceived bicultural
competence, and depressive symptoms among ethnic minority college students. Journal
of Counseling Psychology, 57(4), p.411.
Zhang, M., Trussell, R. P. and Asam, R. R., 2015. Using math apps for improving student
learning: An exploratory study in an inclusive fourth grade classroom. TechTrends, 59(2),
pp.32-39.
Zunhammer, M., Eberle, H. and Busch, V., 2013. Somatic symptoms evoked by exam stress in
university students: the role of alexithymia, neuroticism, anxiety and depression. PloS
one, 8(12), p.e84911.
Online
Model of Depression. 2014. [Online]. Available through:<
https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3270071//>
17

18