Stress Amongst UNDERGRADUATE University Students

STRESS AMONGST
UNDERGRADUATE
UNIVERSITY STUDENTS
Student Name:
Student Number:
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ACKNOWLEDGMENTS
I would firstly like to express special thanks of gratitude to my teacher as well as our
principal for giving me this golden opportunity to work on this wonderful dissertation. The
current dissertation, “Stress amongst undergraduate university students” helped me
undertake a lot of research and I came to know regarding many things.
Secondly, I would like to thank my parents and friends who supported me continuously and
helped me a lot in finalizing this dissertation within a limited amount of time.
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ABSTRACT
Psychological stress has become a primary theme of research. Researchers in behavioral
sciences have done extensive research on its impacts and effects. The purpose of this study is
to understand the stress of undergraduate students. The study was conducted at a university in
the UK to understand the different effects of stress on students.
Students experience different stress during undergraduate studies can be organized as
academic stress, social stress, and emotional stress. While there has been a lot of research to
understand and analyze the different stress that affects students enrolled in undergraduate
programs, they are literature gaps. The principle of this study is to understand the various
factors that cause students to emphasize their lives as well as their awareness of the stress
mechanism. The rationale of the current study aims at understanding the various factors that
cause stress in a student's life and the awareness students have with the varied stress coping
mechanism that they use to overcome them. In case a student becomes aware of the stressors
that he/ she is experiencing then they can effectively devise strategies to succumb to them or
overcome them.
The results show the most important aspects of stress and various factors, as well as the
pressure management mechanism that universities can use. The objective of the study is to
identify the factors that influence the pressure of students to take different courses at the
university, their different pressures and their influence on the students. The main results of
the study show that stress affects students with bachelor's degrees. The results also show that
academic factors are the main cause of pressure on students. Basic stress is seen as different
effects among students, especially mental health issues.
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TABLE OF CONTENTS
Acknowledgments......................................................................................................................2
Abstract......................................................................................................................................3
Table of Figures.........................................................................................................................4
Introduction................................................................................................................................5
Background of the study.........................................................................................................6
Aims of the study....................................................................................................................7
Rationale of the study..........................................................................................................8
Method.......................................................................................................................................9
Participants...........................................................................................................................10
Material.................................................................................................................................10
Description of Design...........................................................................................................11
Procedure..............................................................................................................................12
Results......................................................................................................................................14
Descriptive Analysis and Data Visualisation.......................................................................14
Discussion................................................................................................................................24
Critical appraisal of results...................................................................................................25
References................................................................................................................................27
Appendices...............................................................................................................................28
Questionnaire........................................................................................................................28
Responses of the questionnaire.............................................................................................32
TABLE OF FIGURES
Figure 1: Gender Distribution................................................................................................... 15
Figure 2: Age Distribution....................................................................................................... 15
Figure 3: Origin of Student...................................................................................................... 16
Figure 4: Courses studied by students.........................................................................................16
Figure 5: Year of Study........................................................................................................... 16
Figure 6: Mode of Study......................................................................................................... 17
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Figure 7: Work-related Engagement........................................................................................... 17
Figure 8: Hours dedicated to Work............................................................................................. 17
Figure 9: Anxiousness Amongst Students....................................................................................18
Figure 10: Control over Life..................................................................................................... 18
Figure 11: Nervousness & Stressed............................................................................................ 19
Figure 12: Dealing with Problems & Annoyance............................................................................19
Figure 13: Effectively coping with life changes.............................................................................19
Figure 14: Confidence in handling personal problems.....................................................................20
Figure 15: Things going own way..............................................................................................20
Figure 16: Ability to cope with things faced..................................................................................21
Figure 17: Stress affecting studies.............................................................................................. 21
Figure 18: Stress Impact in Positive/ Negative Manner....................................................................21
Figure 19: Stressful factor in an academic context..........................................................................22
Figure 20: Reasons for stresses in university life............................................................................22
Figure 21: Stress Affecting Performance......................................................................................23
Figure 22: Stress affecting behavior................................................................................23
Figure 23: Stress affecting Social ability......................................................................................24
Figure 24: Difficulty in making friends with students......................................................................24
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INTRODUCTION
Psychological stress has emerged as an integral subject of interest due to the impact it has on
students hence it is studied in varied academic researches (Carter et al, 2013, p.e002628).
Researchers in the domain of behavioral sciences have undertaken extensive research on
stress and the impacts that it generates. Stress in academic institutions especially universities
might lead to various consequences which can be positive and negative, in case not managed
in an appropriate manner. In the UK, changes incorporated into the education system have led
to increasing range of stressors experienced by students (LINK TO THE REFERENCE)
(Denovan, and Macaskill, 2013, p 1004). Universities and students need to learn and acquire
knowledge and skills sufficient such that they can contribute positively to different aspects.
University students is noticed to be associated with psychological stressors of various types
(Kinman, and Grant, 2010, p 261). Interacting with students during the teaching process,
college counseling along with the number of students who are looking for help drew attention
towards the factors that act as stressors for students. This process enables engaging in
preferable methods that enable students to cope with their stress during their study period.
Various studies reflect that university students are at high risk of facing increased levels of
psychological stress such as stress due to examinations, stress from meeting deadlines and so
on. The current study aims at understanding student perception of stress amongst
undergraduate university students. This research undertakes qualitative and quantitative
research at a university in the UK to understand the various impacts caused as a result of
“stress amongst university students”.
BACKGROUND OF THE STUDY
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For a prolonged period, it was assumed that the student population was the least impacted by
stress or problem of any sort (Storrie, Ahern, and Tuckett, 2010, p 2). Stress is now
understood to be a lifestyle crisis that impacts individuals regardless of their development
stage (Dodd, Al-Nakeeb, Nevill, and Forshaw, 2010, p 74). Students at universities were only
asked to take up studies that were never perceived to be stressful. However, what proved to
be stressful over some time was the expectations that parents had for their children or
student's aspirations for themselves. This grew to be a larger burden that they could not bear
any more (Elani et al 2014, p 240). The National Crime Records Bureau revealed that every
hour a student commits suicide.
Psychological evaluation of stress reveals that impacts of stressful environment often leads to
a negative effect on overall academic performance, psychological wellbeing and physical
health amongst students studying at the university levels in the UK. “Undergraduate
students” are the most distressed group of students as compared to any other students from
any other course. Stress has been seen to have serious consequences that may lead to the
development of anxiety and depression.
Students often have to make a huge personal and social sacrifice to maintain appropriate
academic results while striving in a competitive environment, which in turn puts them in a lot
of pressure (Macaskill, 2013, p 430).
Studies conducted on the “psychological problems” attached to stress, anxiety, and
depression reveals that these disorders are often seen to be under-diagnosed and undertreated.
Failure and ignorance to detect these disorders, unfortunately, leads to the enhancement of
psychological morbidities along with unwanted impacts through the careers and lives of
students (Bataineh, 2013, p 2). With early detection of “psychological problems”, the time
associated with episodes can reduce “social impairment” in the long-term period. It becomes
essential to be aware of the symptoms associated with psychological stress and its
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implications thereof, especially those associated with depression, such that early detection
along with treatment of these problems can be handled.
Depression, anxiety, irritability, and behavioral problems are the many problems reported
amongst students with stress (El Ansari, Vodder Clausen, Mabhala, and Stock, 2010, p 590).
Undergraduate students were reported indulging in varied risky behaviors such as increased
consumption of alcohol and drugs, physical inactivity, disturbances in sleeping patterns and
poor eating habits.
It is imperative to understand that low stress does not ascertain better performance amongst
students. Students that are subjected to varied kinds of stressors such as academic pressures
with the obligation to succeed in an uncertain future. University level students also face
various emotional, social, physical and family problems that might impact their ability to
learn and academic performance (Alzahem, Van der Molen, Alaujan, and De Boer, 2014, p
167). A high level of stress is associated with mental and physical health problems, reducing
student’s self-esteem which in turn might impact their academic achievement. Stresses can be
classified into three main areas such as academic pressures, financial problems, and social
issues (Weinstein, and Ryan, 2011). It is important to take account of the “quality of life” of
the students during their study period. Analyzing levels of stress along with an examination
of stress coping strategies can bring about betterment in the living conditions of students. It
will also enable devising recreational facilities for students and bringing about changes to the
quality of teaching and evaluation systems existing currently for undergraduate studies in the
UK.
AIMS OF THE STUDY
While the impacts of stress are seen to be multi-fold from the background stated, stress often
underestimated amongst undergraduate university students in the UK (Bewick,
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