Report: Stress Amongst Undergraduate University Students in the UK
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This report delves into the critical issue of stress among undergraduate university students in the UK, examining its various facets and impacts. The study investigates academic, social, and emotional stressors, analyzing their influence on student well-being and performance. The research employs a mixed methodology, including both qualitative and quantitative data collection, to explore the factors contributing to stress, the awareness students have of these stressors, and the coping mechanisms they employ. The findings highlight the significant effects of stress, particularly on mental health, and identify key areas for intervention. The report includes a comprehensive literature review, detailed methodology, results, and discussion, offering valuable insights for universities and students. This study aims to provide a comprehensive understanding of student stress, offering practical strategies for managing and mitigating its negative consequences, ultimately supporting a healthier and more successful university experience. The report includes a questionnaire, data analysis, and discussion of the results, offering valuable insights into the issue.
STRESS AMONGST
UNDERGRADUATE
UNIVERSITY STUDENTS
Student Name:
Student Number:
1
UNDERGRADUATE
UNIVERSITY STUDENTS
Student Name:
Student Number:
1
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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.
2
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.
2
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.
3
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.
3
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
4
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
4
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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
5
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
5
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
6
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
6
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
7
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
7
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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,
8
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,
8
Koutsopoulou, Miles, Slaa, and Barkham, 2010, p 640). Hence this study aims at
understanding such stress by exploring the following aims;
Aim 1: To understand the stress affecting students of various courses at universities
in the UK
Aim 2: To analyze the various factors causing stress amongst university students
Aim 3: To understand the various impacts of stress amongst university students
RATIONALE OF THE STUDY
The various stress students' experiences during their undergraduate studies can be grouped as
academic stressors, social stress, and emotional stress (Barnes, and Cassidy, 2018, p 4)). The
varied types of stress affecting an undergraduate student at the university make it all the more
difficult to cope with them. Students are often experience delusion by the enormous amounts
of stress that they experience during their studies (Dahan, and Bedos, 2010, p 101). Though
there has been a significant number of studies conducted to understand and analyze the
different stress affecting students studying at the undergraduate levels, there prevails a
literature gap that examines student's capability to cope with these stressors (Saravanan, and
Wilks, 2014, p 2). There are very few studies that aim at understanding whether students
realized they faced stress, in most studies external intervention mechanisms have been
applied in evaluating stress (as a result of outcomes) amongst university students. 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
9
understanding such stress by exploring the following aims;
Aim 1: To understand the stress affecting students of various courses at universities
in the UK
Aim 2: To analyze the various factors causing stress amongst university students
Aim 3: To understand the various impacts of stress amongst university students
RATIONALE OF THE STUDY
The various stress students' experiences during their undergraduate studies can be grouped as
academic stressors, social stress, and emotional stress (Barnes, and Cassidy, 2018, p 4)). The
varied types of stress affecting an undergraduate student at the university make it all the more
difficult to cope with them. Students are often experience delusion by the enormous amounts
of stress that they experience during their studies (Dahan, and Bedos, 2010, p 101). Though
there has been a significant number of studies conducted to understand and analyze the
different stress affecting students studying at the undergraduate levels, there prevails a
literature gap that examines student's capability to cope with these stressors (Saravanan, and
Wilks, 2014, p 2). There are very few studies that aim at understanding whether students
realized they faced stress, in most studies external intervention mechanisms have been
applied in evaluating stress (as a result of outcomes) amongst university students. 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
9
experiencing then they can effectively devise strategies to succumb to them or overcome
them.
The research questions for this study are as follows;
o Question 1: How stress affects students of various courses at universities in the UK?
o Question 2: What are the various factors causing stress amongst university students?
o Question 3: How does stress impact university students in the UK?
METHOD
A research methodology is a path that the scholar has adopted to conduct this study. The
process in which the problem and objective of this study were formulated was by evaluating
several similar studies. Google Scholar and the University's database was searched using
keywords:
Stress in university students in the UK
Stress amongst undergraduate students in the UK
Various stressors amongst university students
Stress coping strategies
Various papers revealed studies exploring stress experienced by undergraduate students at
various universities around the world. The research revealed that stress experienced by
university students studying a degree in medical sciences, nursing and pharmacology was
10
them.
The research questions for this study are as follows;
o Question 1: How stress affects students of various courses at universities in the UK?
o Question 2: What are the various factors causing stress amongst university students?
o Question 3: How does stress impact university students in the UK?
METHOD
A research methodology is a path that the scholar has adopted to conduct this study. The
process in which the problem and objective of this study were formulated was by evaluating
several similar studies. Google Scholar and the University's database was searched using
keywords:
Stress in university students in the UK
Stress amongst undergraduate students in the UK
Various stressors amongst university students
Stress coping strategies
Various papers revealed studies exploring stress experienced by undergraduate students at
various universities around the world. The research revealed that stress experienced by
university students studying a degree in medical sciences, nursing and pharmacology was
10
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highest in consideration against students studying any other courses at the university. These
studies helped formulate the path for ascertaining the path for this research and ascertain the
research questions.
This research has undertaken a qualitative and quantitative collection of data to attend to the
research questions that have been stated in the study. The scholar has collected primary data
meaning first-hand data using the mixed methodology for conducting this study. The current
methodology analyses the data collected in the study to answer the research questions for
arriving at the key findings of the study.
PARTICIPANTS
For this study, university students in the UK were considered as the sample for collecting
data. University students from ………..(YOUR UNIVERSITY) University studying
various courses were considered. This study included students from undergraduate and
postgraduate degrees and diplomas of various kinds, however, Ph.D. students were not
considered for taking part in the study. The scholar aimed at collecting data from over 200
students to arrive at findings that is reliable for the study. This study was conducted on
participants both male and female participants. The age of selected participants was a
minimum of 18 years of age to 37 years of age. The scholar of the study was open to taking
input from overseas students as well as students from the UK, to get varied and broader
response from the sample towards the study. The scholar moreover aimed at collecting data
from students who were studying the varied type of courses at the university and there were
no reservation criteria restricting courses of any kind to take part in the study. The
willingness of the participants to take part and contribute in the study acted as the only
criteria to take part in this study. Moreover, the scholar allowed participants to study in
various years to take part in this study.
11
studies helped formulate the path for ascertaining the path for this research and ascertain the
research questions.
This research has undertaken a qualitative and quantitative collection of data to attend to the
research questions that have been stated in the study. The scholar has collected primary data
meaning first-hand data using the mixed methodology for conducting this study. The current
methodology analyses the data collected in the study to answer the research questions for
arriving at the key findings of the study.
PARTICIPANTS
For this study, university students in the UK were considered as the sample for collecting
data. University students from ………..(YOUR UNIVERSITY) University studying
various courses were considered. This study included students from undergraduate and
postgraduate degrees and diplomas of various kinds, however, Ph.D. students were not
considered for taking part in the study. The scholar aimed at collecting data from over 200
students to arrive at findings that is reliable for the study. This study was conducted on
participants both male and female participants. The age of selected participants was a
minimum of 18 years of age to 37 years of age. The scholar of the study was open to taking
input from overseas students as well as students from the UK, to get varied and broader
response from the sample towards the study. The scholar moreover aimed at collecting data
from students who were studying the varied type of courses at the university and there were
no reservation criteria restricting courses of any kind to take part in the study. The
willingness of the participants to take part and contribute in the study acted as the only
criteria to take part in this study. Moreover, the scholar allowed participants to study in
various years to take part in this study.
11
Exclusion Criteria: The study's exclusion criteria was not to include the third gender to
conduct this study. The study omitted any participant whose age was below 18 years of age
and was above 37 years.
MATERIAL
To conduct this study, the scholar searched through various literature and online sources that
had questionnaires pertinent to studying psychological stress. After evaluation and
considering several types of different questionnaires, a questionnaire was devised to
understand the stress that impacts students at the university. This questionnaire was designed
online by making use of Google forms, which allows ease of devising a questionnaire and
analysis of data thereof. Post formation of questionnaire online, email address of participant
students taking part in the study was collected. The collected email addresses were noted
down in Ms. Excel and then the questionnaire was emailed to each of the willing participants
such that their responses could be collected.
Another important material for this study included a participant consent form. A form was
designed online was given to every participant along with the link to the Google form
questionnaire. A copy was drafted and send to participants such that they sign and
acknowledge the consent form before taking part in the study. Every student taking part in the
research was handed over a certification of appreciation as a token of thanks for taking part in
the study.
An ethical form also formed a crucial part of the material for the study. An ethical form of the
university was prepared and submitted by the scholar. This form stated that the scholar has
abided by all the terms and conditions stated by the university. This form also states that the
scholar has abided by all the ethical norms that need to be followed for participants for the
study and has not undertaken any sort of action that could harm participants of any kind.
12
conduct this study. The study omitted any participant whose age was below 18 years of age
and was above 37 years.
MATERIAL
To conduct this study, the scholar searched through various literature and online sources that
had questionnaires pertinent to studying psychological stress. After evaluation and
considering several types of different questionnaires, a questionnaire was devised to
understand the stress that impacts students at the university. This questionnaire was designed
online by making use of Google forms, which allows ease of devising a questionnaire and
analysis of data thereof. Post formation of questionnaire online, email address of participant
students taking part in the study was collected. The collected email addresses were noted
down in Ms. Excel and then the questionnaire was emailed to each of the willing participants
such that their responses could be collected.
Another important material for this study included a participant consent form. A form was
designed online was given to every participant along with the link to the Google form
questionnaire. A copy was drafted and send to participants such that they sign and
acknowledge the consent form before taking part in the study. Every student taking part in the
research was handed over a certification of appreciation as a token of thanks for taking part in
the study.
An ethical form also formed a crucial part of the material for the study. An ethical form of the
university was prepared and submitted by the scholar. This form stated that the scholar has
abided by all the terms and conditions stated by the university. This form also states that the
scholar has abided by all the ethical norms that need to be followed for participants for the
study and has not undertaken any sort of action that could harm participants of any kind.
12
Information disclosing personal details such as the name of participants have not been used in
the study, only the results have been used.
DESCRIPTION OF DESIGN
The questionnaire for the study was prepared by searching through various literature and
online psychological questionnaires. The scholar ascertained to collect data of first-hand
nature by collecting data of qualitative and quantitative from students studying and enrolled
at a full-time course at the university. The combination of qualitative and quantitative
methods for the study will enable ascertain findings as per the designed research questions of
the study. The questionnaire once designed in Google form was circulated to the participants
through email.
The primary source of information for the study was obtained from student input in the
Google forms. This primary data was reliable and allowed a greater level of decision-making
with a trusted analysis of events.
There have been some secondary data collected for the study as well from online sources.
This includes mainly the literature of stress-related studies. Questionnaires related to
psychological stress from reputable online sources.
Overall, this research study has undertaken a desk review to complete the study until its end.
Then there has been some minute modification to documents that are presented in this
dissertation.
PROCEDURE
The procedure that has been followed to conduct this research includes desk review. Post
ascertaining of a questionnaire for the study, a meeting with students of the university was
held at the university canteen. A pamphlet was printed stating that a research student is
13
the study, only the results have been used.
DESCRIPTION OF DESIGN
The questionnaire for the study was prepared by searching through various literature and
online psychological questionnaires. The scholar ascertained to collect data of first-hand
nature by collecting data of qualitative and quantitative from students studying and enrolled
at a full-time course at the university. The combination of qualitative and quantitative
methods for the study will enable ascertain findings as per the designed research questions of
the study. The questionnaire once designed in Google form was circulated to the participants
through email.
The primary source of information for the study was obtained from student input in the
Google forms. This primary data was reliable and allowed a greater level of decision-making
with a trusted analysis of events.
There have been some secondary data collected for the study as well from online sources.
This includes mainly the literature of stress-related studies. Questionnaires related to
psychological stress from reputable online sources.
Overall, this research study has undertaken a desk review to complete the study until its end.
Then there has been some minute modification to documents that are presented in this
dissertation.
PROCEDURE
The procedure that has been followed to conduct this research includes desk review. Post
ascertaining of a questionnaire for the study, a meeting with students of the university was
held at the university canteen. A pamphlet was printed stating that a research student is
13
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asking for help from all students to make valuable contributions to his study. The pamphlet
printed in the computer stated the location for the meeting at the university coffee shop and
time for the meeting.
This was a half a day workshop aimed at gaining the attention of university students such that
they take part in the study. The scholar offered coffee to students who came over to the
workshop. The scholar explained the primary aims of the study and also the process in which
students could take part in the study procedure. The students who agreed was handed over
consent form such that they could sign them and then links of Google forms were forwarded
over to them. Each student was then allowed 2 hours, who had consented to fill out and
submit the Google forms online. There was initially a total of 200 students of whom only 75
students had consented their participation in the study. A total of 75 data was hence collected
for the study.
Then during desk review, there were 10 forms rejected for not being filled out completely. 5
forms had irrelevant responses, such that age is -10 years old (as no field validation criteria
had been given). 6 forms were rejected due to the exclusion criteria as stated above. Only 54
forms in total were considered for conducting this study.
Once data have been collected, it was easy to generate tables and output in Google using their
analytical tools. Such tools were used for arriving at the tabular representation of the data. All
data were represented and included in Appendices to form better visualization of responses
obtained from participants of the study.
14
printed in the computer stated the location for the meeting at the university coffee shop and
time for the meeting.
This was a half a day workshop aimed at gaining the attention of university students such that
they take part in the study. The scholar offered coffee to students who came over to the
workshop. The scholar explained the primary aims of the study and also the process in which
students could take part in the study procedure. The students who agreed was handed over
consent form such that they could sign them and then links of Google forms were forwarded
over to them. Each student was then allowed 2 hours, who had consented to fill out and
submit the Google forms online. There was initially a total of 200 students of whom only 75
students had consented their participation in the study. A total of 75 data was hence collected
for the study.
Then during desk review, there were 10 forms rejected for not being filled out completely. 5
forms had irrelevant responses, such that age is -10 years old (as no field validation criteria
had been given). 6 forms were rejected due to the exclusion criteria as stated above. Only 54
forms in total were considered for conducting this study.
Once data have been collected, it was easy to generate tables and output in Google using their
analytical tools. Such tools were used for arriving at the tabular representation of the data. All
data were represented and included in Appendices to form better visualization of responses
obtained from participants of the study.
14
RESULTS
DESCRIPTIVE ANALYSIS AND DATA VISUALISATION
Results of the study conducted by the scholar researching stress amongst undergraduate
students at university in the UK revealed the following.
1. Gender: The study revealed that out of 54 responses received, 85.2% of respondents
were male and only 14.8% female.
15
DESCRIPTIVE ANALYSIS AND DATA VISUALISATION
Results of the study conducted by the scholar researching stress amongst undergraduate
students at university in the UK revealed the following.
1. Gender: The study revealed that out of 54 responses received, 85.2% of respondents
were male and only 14.8% female.
15
Figure 1: Gender Distribution
2. Age Distribution: The age distribution of participants revealed that the respondents
were from 18 years to 37 years of age. However, there were more respondents in the
18 to 22 years of age and lesser respondents above the age of 22.
Figure 2: Age Distribution
3. Student Origin: The results from the analysis of data collected from student reveals
that 96.3% of respondents were from the UK with only a minor 3.7% of respondents
being from overseas.
Figure 3: Origin of Student
4. Course Studied by Students: Analysis of courses studied by students revealed that
of all the respondents most responses were received from Biomedical science
students. There were various responses received from students of Computer Sciences,
16
2. Age Distribution: The age distribution of participants revealed that the respondents
were from 18 years to 37 years of age. However, there were more respondents in the
18 to 22 years of age and lesser respondents above the age of 22.
Figure 2: Age Distribution
3. Student Origin: The results from the analysis of data collected from student reveals
that 96.3% of respondents were from the UK with only a minor 3.7% of respondents
being from overseas.
Figure 3: Origin of Student
4. Course Studied by Students: Analysis of courses studied by students revealed that
of all the respondents most responses were received from Biomedical science
students. There were various responses received from students of Computer Sciences,
16
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History, Law, Politics and IR< Life Sciences, Arabic and International studies and so
on.
Figure 4: Courses studied by students
5. Year of Study: Analysing results from a year of study the participants were
undertaking revealed that most responses were collected from third-year
undergraduate (63%) students, while 14.8% response was received from top-up
module students.
Figure 5: Year of Study
6. Mode of Study: Respondents of this study revealed that out of the 54 student
responses received, 92.6% of students were studying a full-time degree with only
7.4% of students studying part-time courses.
17
on.
Figure 4: Courses studied by students
5. Year of Study: Analysing results from a year of study the participants were
undertaking revealed that most responses were collected from third-year
undergraduate (63%) students, while 14.8% response was received from top-up
module students.
Figure 5: Year of Study
6. Mode of Study: Respondents of this study revealed that out of the 54 student
responses received, 92.6% of students were studying a full-time degree with only
7.4% of students studying part-time courses.
17
Figure 6: Mode of Study
7. Work-related engagement: Out of the total 54 respondents, almost 59.3% indicated
that they were engaged in work of some kind, whereas 40.7% was not engaged in
work.
Figure 7: Work-related Engagement
Hours of Work-related engagement: It was crucial to understanding the working
hours that students were dedicated to. It was found that of the total students engaged
in work, 32 of them, they dedicated almost 7 hours for work.
Figure 8: Hours dedicated to Work
8. Anxiousness experienced amongst students: When respondents were asked whether
they felt anxious regarding an unexpected event, almost 35.2% stated that they did at
18
7. Work-related engagement: Out of the total 54 respondents, almost 59.3% indicated
that they were engaged in work of some kind, whereas 40.7% was not engaged in
work.
Figure 7: Work-related Engagement
Hours of Work-related engagement: It was crucial to understanding the working
hours that students were dedicated to. It was found that of the total students engaged
in work, 32 of them, they dedicated almost 7 hours for work.
Figure 8: Hours dedicated to Work
8. Anxiousness experienced amongst students: When respondents were asked whether
they felt anxious regarding an unexpected event, almost 35.2% stated that they did at
18
a high level. While other respondents also did accept that they felt some levels of
anxiousness.
Figure 9: Anxiousness Amongst Students
9. Control over Life: When respondents were asked if they were unable to control the
important things in life, there were varied responses with each one accepting the fact.
Varied responses were received as students indicated their response in regards to
control over important things in life. Almost 18.5% revealed that they had less control
over important things in life (5 being highest in rating scale). Only 9.3% of
respondents revealed that they had little control over important things in life.
Figure 10: Control over Life
10. Nervousness and Stressed: When participants were asked if they felt nervousness
and was stressed in their lives, almost 31.5% revealed being highly nervous and
stressed. Only a minute 3.7% revealed that they were little nervous and stressed in
their lives.
19
anxiousness.
Figure 9: Anxiousness Amongst Students
9. Control over Life: When respondents were asked if they were unable to control the
important things in life, there were varied responses with each one accepting the fact.
Varied responses were received as students indicated their response in regards to
control over important things in life. Almost 18.5% revealed that they had less control
over important things in life (5 being highest in rating scale). Only 9.3% of
respondents revealed that they had little control over important things in life.
Figure 10: Control over Life
10. Nervousness and Stressed: When participants were asked if they felt nervousness
and was stressed in their lives, almost 31.5% revealed being highly nervous and
stressed. Only a minute 3.7% revealed that they were little nervous and stressed in
their lives.
19
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Figure 11: Nervousness & Stressed
11. Dealing with Problems & Annoyance: When participants were asked if they were
able to deal successfully with day to day problems and annoyances, almost 22.2%
indicated that they were successful. While none felt they have been unsuccessful in
dealing with regular problems and annoyances.
Figure 12: Dealing with Problems & Annoyance
12. Coping with Changes in Life: When respondents were asked if they were effective
while accommodating important changes that were occurring in life, then 13%
reflected that they were effectively able to. Only 3.7% revealed that they were not
effective enough in coping with the important changes that were taking place in their
life.
Figure 13: Effectively coping with life changes
20
11. Dealing with Problems & Annoyance: When participants were asked if they were
able to deal successfully with day to day problems and annoyances, almost 22.2%
indicated that they were successful. While none felt they have been unsuccessful in
dealing with regular problems and annoyances.
Figure 12: Dealing with Problems & Annoyance
12. Coping with Changes in Life: When respondents were asked if they were effective
while accommodating important changes that were occurring in life, then 13%
reflected that they were effectively able to. Only 3.7% revealed that they were not
effective enough in coping with the important changes that were taking place in their
life.
Figure 13: Effectively coping with life changes
20
13. Confidence in handling personal problems: When participants were asked if they
felt confident in handling personal problems only 5.7% felt unsure. But relatively a
high number of students felt confident in dealing with their problems in a confident
manner.
Figure 14: Confidence in handling personal problems
14. Things going own way: When participants were asked if they felt things were going
in their one way only 1.9% of students felt the contrary. A relatively higher
percentage of students felt that things were going as they had planned or decided them
to be.
Figure 15: Things going own way
15. Ability to cope with things faced: When participants were asked if they found that
they could cope with the things they had to, only 5.7% felt they could cope. A higher
percentage of students felt that they were unable to cope with the things that they
were facing.
21
felt confident in handling personal problems only 5.7% felt unsure. But relatively a
high number of students felt confident in dealing with their problems in a confident
manner.
Figure 14: Confidence in handling personal problems
14. Things going own way: When participants were asked if they felt things were going
in their one way only 1.9% of students felt the contrary. A relatively higher
percentage of students felt that things were going as they had planned or decided them
to be.
Figure 15: Things going own way
15. Ability to cope with things faced: When participants were asked if they found that
they could cope with the things they had to, only 5.7% felt they could cope. A higher
percentage of students felt that they were unable to cope with the things that they
were facing.
21
Figure 16: Ability to cope with things faced
16. Stress affecting studies: When participants were asked if they found stress to be
affecting their studies then almost 98.1% of participants said yes. Only a minor 1.9%
of students said no.
Figure 17: Stress affecting studies
Stress impact positive/ negative: When participants were asked if they found stress
to be affecting them positively or negatively, then almost 83.3% revealed that stress
negatively affecting them.
Figure 18: Stress Impact in Positive/ Negative Manner
17. Stressful factor in an academic context: When participants were asked the most
stressful factor they found in the academic context, almost 79.6% stated examinations
22
16. Stress affecting studies: When participants were asked if they found stress to be
affecting their studies then almost 98.1% of participants said yes. Only a minor 1.9%
of students said no.
Figure 17: Stress affecting studies
Stress impact positive/ negative: When participants were asked if they found stress
to be affecting them positively or negatively, then almost 83.3% revealed that stress
negatively affecting them.
Figure 18: Stress Impact in Positive/ Negative Manner
17. Stressful factor in an academic context: When participants were asked the most
stressful factor they found in the academic context, almost 79.6% stated examinations
22
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as being the leading factor. Post which grades, assigned coursework, and deadlines
were contributing factors in an academic context.
Figure 19: Stressful factor in an academic context
18. Reasons for stresses in university life: When the participants were asked the reasons
that caused stress in their university life, almost 77.8% of participants indicated that it
was study-related issues, while deadline and making life balances were also causing
stress.
Figure 20: Reasons for stresses in university life
19. Stress affecting Performance: The question that asked whether stress has any impact
on their performance, then almost 88.9% of participants revealed that stress did
impact upon their performance. While only 5.6% of students said that it did not. There
were some other responses as well, as this question was open-ended. Many revealed
that they were confused, disoriented and faced loss of objectivity and so on from the
impact of stress.
23
were contributing factors in an academic context.
Figure 19: Stressful factor in an academic context
18. Reasons for stresses in university life: When the participants were asked the reasons
that caused stress in their university life, almost 77.8% of participants indicated that it
was study-related issues, while deadline and making life balances were also causing
stress.
Figure 20: Reasons for stresses in university life
19. Stress affecting Performance: The question that asked whether stress has any impact
on their performance, then almost 88.9% of participants revealed that stress did
impact upon their performance. While only 5.6% of students said that it did not. There
were some other responses as well, as this question was open-ended. Many revealed
that they were confused, disoriented and faced loss of objectivity and so on from the
impact of stress.
23
Figure 21: Stress Affecting Performance
20. Stress affecting behavior: When participants were asked if they found that stress to
be a factor that affected in an open-ended question, it revealed various answers. Some
participants stated that stress led to change in their activity levels (57.4%), while
others stated that it affected their ability to perform tasks (64.8%), only a few stated
stress to be a cause of sadness.
Figure 22: Stress affecting behavior
21. Stress affecting Social ability: When participants were asked if they found that stress
affecting their social ability, then almost 59.3% of students revealed that it led to their
withdrawing or isolating behavior from people. Some stated it led to difficulty in
sharing of ideas (27.8%), while some stated it led to blaming others (27.8%).
24
20. Stress affecting behavior: When participants were asked if they found that stress to
be a factor that affected in an open-ended question, it revealed various answers. Some
participants stated that stress led to change in their activity levels (57.4%), while
others stated that it affected their ability to perform tasks (64.8%), only a few stated
stress to be a cause of sadness.
Figure 22: Stress affecting behavior
21. Stress affecting Social ability: When participants were asked if they found that stress
affecting their social ability, then almost 59.3% of students revealed that it led to their
withdrawing or isolating behavior from people. Some stated it led to difficulty in
sharing of ideas (27.8%), while some stated it led to blaming others (27.8%).
24
Figure 23: Stress affecting Social ability
22. Difficulty in making friends with students: When participants were asked if they
faced any difficulty in making friends with other students whilst in the academic year,
almost 42.6% stated that they faced difficulty. While 53.7% stated not facing
difficulties at all in making friends during the academic year.
Figure 24: Difficulty in making friends with students
23. University actions to help the student cope with stress: When students were asked
regarding a possible course of action that the university can accommodate to enable
students to cope with their stress levels, there were a total of 42 responses received.
Some students suggested that providing examples of past student's coursework can
help reduce stress, while some suggested one to one meetings to cope with stress and
so on.
25
22. Difficulty in making friends with students: When participants were asked if they
faced any difficulty in making friends with other students whilst in the academic year,
almost 42.6% stated that they faced difficulty. While 53.7% stated not facing
difficulties at all in making friends during the academic year.
Figure 24: Difficulty in making friends with students
23. University actions to help the student cope with stress: When students were asked
regarding a possible course of action that the university can accommodate to enable
students to cope with their stress levels, there were a total of 42 responses received.
Some students suggested that providing examples of past student's coursework can
help reduce stress, while some suggested one to one meetings to cope with stress and
so on.
25
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DISCUSSION
The results of the study revealed crucial aspects regards to stress and its various factors along
with stress coping mechanisms that universities could adopt (Alzahem et al, 2011, p 12). The
study aimed at finding the stress affecting students studying various courses at the university,
the various factors that affected stress along with varied impacts that it causes on the
university students. The primary findings of the study reflect that stress affects university
students who are in their undergraduate degree (Davies, Morriss, and Glazebrook, 2014,
p.e130). The results also indicate that academic-related factors are the primary causes that
lead to stress amongst students at the university. Most importantly stress has been seen to
cause various impacts amongst students at the university which are primarily psychological
issues.
CRITICAL APPRAISAL OF RESULTS
Student experiences currently are much diverse as compared to student experiences in the
1960s, 1970s or 1980s. The various factors that can be seen contributing to the same include
student debt, greater pressure on academic staff and institutions, greater material
expectations, and expansion of student numbers (Collins, Coffey, and Morris, 2010, p 980).
Stress has been seen to have serious consequences that may lead to the development of
anxiety and depression. Students undergoing studies at a university experiences different
environment which might disrupt his/ her support and it might take some time to find
substitutes.
Recent research on perceived psychological stress or mental health problems in the UK
reflects that students as much as 40% suffering from anxiety or depression (Edwards,
26
The results of the study revealed crucial aspects regards to stress and its various factors along
with stress coping mechanisms that universities could adopt (Alzahem et al, 2011, p 12). The
study aimed at finding the stress affecting students studying various courses at the university,
the various factors that affected stress along with varied impacts that it causes on the
university students. The primary findings of the study reflect that stress affects university
students who are in their undergraduate degree (Davies, Morriss, and Glazebrook, 2014,
p.e130). The results also indicate that academic-related factors are the primary causes that
lead to stress amongst students at the university. Most importantly stress has been seen to
cause various impacts amongst students at the university which are primarily psychological
issues.
CRITICAL APPRAISAL OF RESULTS
Student experiences currently are much diverse as compared to student experiences in the
1960s, 1970s or 1980s. The various factors that can be seen contributing to the same include
student debt, greater pressure on academic staff and institutions, greater material
expectations, and expansion of student numbers (Collins, Coffey, and Morris, 2010, p 980).
Stress has been seen to have serious consequences that may lead to the development of
anxiety and depression. Students undergoing studies at a university experiences different
environment which might disrupt his/ her support and it might take some time to find
substitutes.
Recent research on perceived psychological stress or mental health problems in the UK
reflects that students as much as 40% suffering from anxiety or depression (Edwards,
26
Burnard, Bennett, and Hebden, 2010, p 82). Many believe that the severity of such problems
is also increasing. The study has been conducted in a single university in the UK with various
participants. The majority of the students studying courses at the university were in their
primary career years. These students were studying a course at the university for an extension
of their knowledge and skills. The majority of students at the university were seen to be
enrolled in biomedical sciences (Richardson, Abraham, and Bond, 2012, p 353). With only a
few inputs from students from postgraduate and other levels, it can be safely stated that the
prevalence of stress amongst undergraduate students at the university was highest. This high
stress amongst undergraduate students could be seen in students who were undertaking the
full-time course and hence had a complete dedication to their course and had expectations
attached to them.
Working while studying was not found associated with undergraduate students such that they
can have an integral role in the study. While some students did work while they were
studying but did not devote much time or effort to work, so it can be assumed to be part-time
work (Cecil, McHale, Hart, and Laidlaw, 2014, p.25209). Students were found to be anxious
when anything unexpected took place. This explains that the students did not feel at ease and
was not capable of handling any unexpected event with much comfort. This discomfort and
anxiousness is a psychological behavior that was seen amongst students.
Students were seen to be not at ease in having control over the important matters in their
lives. While in student life, studies comprise of the most integral portion, it is crucial that
students network and connects with past students of the university, current students and also
maintains some social life. This is an integral contributor of student's success during later part
of their career, however, most university students had almost no control over the important
things that were taking place, such as networking meets or library sessions and so on
27
is also increasing. The study has been conducted in a single university in the UK with various
participants. The majority of the students studying courses at the university were in their
primary career years. These students were studying a course at the university for an extension
of their knowledge and skills. The majority of students at the university were seen to be
enrolled in biomedical sciences (Richardson, Abraham, and Bond, 2012, p 353). With only a
few inputs from students from postgraduate and other levels, it can be safely stated that the
prevalence of stress amongst undergraduate students at the university was highest. This high
stress amongst undergraduate students could be seen in students who were undertaking the
full-time course and hence had a complete dedication to their course and had expectations
attached to them.
Working while studying was not found associated with undergraduate students such that they
can have an integral role in the study. While some students did work while they were
studying but did not devote much time or effort to work, so it can be assumed to be part-time
work (Cecil, McHale, Hart, and Laidlaw, 2014, p.25209). Students were found to be anxious
when anything unexpected took place. This explains that the students did not feel at ease and
was not capable of handling any unexpected event with much comfort. This discomfort and
anxiousness is a psychological behavior that was seen amongst students.
Students were seen to be not at ease in having control over the important matters in their
lives. While in student life, studies comprise of the most integral portion, it is crucial that
students network and connects with past students of the university, current students and also
maintains some social life. This is an integral contributor of student's success during later part
of their career, however, most university students had almost no control over the important
things that were taking place, such as networking meets or library sessions and so on
27
(Wardle, Chida, Gibson, Whitaker, and Steptoe, 2011, p 775). They were seen to be
engrossed and consumed in their course and their studies.
The most disappointing findings of the study reflect that most students felt nervous and
stressed. This psychological aspect that reveals students felt nervous and stressed indicated
that overall the students did not have a very good quality of physical, emotional or state of
social wellbeing-ness. Students were not at ease and were continuously at risk of developing
greater psychological distress from the nervousness and stress that they felt during their
studies at the university.
However, it was quite positive to note that the students were able to successfully succumb to
day to day problems and annoyance. 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 (Smith, and Khawaja, 2011, p 700).
During university studies a student often needs to cope with several mental pressures and
annoyances, this might arise from various reasons. The current university students were
successful in dealing with such troubles regularly, this indicates that the psychological impact
of stress amongst undergraduate students have not affected deeply.
Students at the university who were interviewed were mostly young students hence, they
were able to cope with the several changes that were taking place in their lives.
“Undergraduate students” are the most distressed group of students as compared to any other
students from any other course (Denovan, and Macaskill, 2017, p 505). Students were able to
adapt to any changes during their university lives such as new methodology of studies,
submitting an assessment, changing their rooms, taking up different jobs and so on. Being
young allows students with the mental ability to cope with the multiple types of challenges
they are faced with. Students indicated that they were confident when they had to deal with
their problems as well (Skår, Sniehotta, Molloy, Prestwich, and Araujo-Soares, 2011, p 410).
28
engrossed and consumed in their course and their studies.
The most disappointing findings of the study reflect that most students felt nervous and
stressed. This psychological aspect that reveals students felt nervous and stressed indicated
that overall the students did not have a very good quality of physical, emotional or state of
social wellbeing-ness. Students were not at ease and were continuously at risk of developing
greater psychological distress from the nervousness and stress that they felt during their
studies at the university.
However, it was quite positive to note that the students were able to successfully succumb to
day to day problems and annoyance. 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 (Smith, and Khawaja, 2011, p 700).
During university studies a student often needs to cope with several mental pressures and
annoyances, this might arise from various reasons. The current university students were
successful in dealing with such troubles regularly, this indicates that the psychological impact
of stress amongst undergraduate students have not affected deeply.
Students at the university who were interviewed were mostly young students hence, they
were able to cope with the several changes that were taking place in their lives.
“Undergraduate students” are the most distressed group of students as compared to any other
students from any other course (Denovan, and Macaskill, 2017, p 505). Students were able to
adapt to any changes during their university lives such as new methodology of studies,
submitting an assessment, changing their rooms, taking up different jobs and so on. Being
young allows students with the mental ability to cope with the multiple types of challenges
they are faced with. Students indicated that they were confident when they had to deal with
their problems as well (Skår, Sniehotta, Molloy, Prestwich, and Araujo-Soares, 2011, p 410).
28
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The harm done to students at the undergraduate level is worse in case undiagnosed but the
relatively young age of students provides them with the coping mechanism to deal with the
stress of such kinds. Students were able to have things done their way but there was
associated psychological stress that the faced. Only some students thought that they were
unable to cope with the things that they had to cope with. This indicates that whilst the
students were dealing with challenges and regular changes they were at a disadvantageous
position when it came to questioning their capabilities. Their reduced levels of self-esteem
was an indicator that they experienced significant amounts of stress (Regehr, Glancy, and
Pitts, 2013, p 10). 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.
Amongst the students questioned most indicated that they experienced the stress of some of
the other kind. While they were not able to clearly state the type of stress that they faced, they
did experience stress of some kind during their university studies (El Ansari et al 2011, p
1320). Most of the students were from the point of view that the stress which they
experienced was positive while some considered having negative effects from such stress
levels. It becomes clear that the university students were clear that they experienced stressed
which affected them, which is corresponding to the aim ascertained in the study.
The students studying at the university level was clear regarding stress and that it had certain
impacts on them. Amongst the various stressors that the university students faced were found
mostly related to their university studies (Lee, 2012, p 125). Whether it was due to
examinations, or grades, or coursework or whatsoever, these students were clear that stress
was arising out of their university studies only. There was found to be relatively no reason for
stress arising from their social, or emotional factors.
29
relatively young age of students provides them with the coping mechanism to deal with the
stress of such kinds. Students were able to have things done their way but there was
associated psychological stress that the faced. Only some students thought that they were
unable to cope with the things that they had to cope with. This indicates that whilst the
students were dealing with challenges and regular changes they were at a disadvantageous
position when it came to questioning their capabilities. Their reduced levels of self-esteem
was an indicator that they experienced significant amounts of stress (Regehr, Glancy, and
Pitts, 2013, p 10). 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.
Amongst the students questioned most indicated that they experienced the stress of some of
the other kind. While they were not able to clearly state the type of stress that they faced, they
did experience stress of some kind during their university studies (El Ansari et al 2011, p
1320). Most of the students were from the point of view that the stress which they
experienced was positive while some considered having negative effects from such stress
levels. It becomes clear that the university students were clear that they experienced stressed
which affected them, which is corresponding to the aim ascertained in the study.
The students studying at the university level was clear regarding stress and that it had certain
impacts on them. Amongst the various stressors that the university students faced were found
mostly related to their university studies (Lee, 2012, p 125). Whether it was due to
examinations, or grades, or coursework or whatsoever, these students were clear that stress
was arising out of their university studies only. There was found to be relatively no reason for
stress arising from their social, or emotional factors.
29
Stress was found to be a major contributor affecting the behavior and performance of
students. Students have been seen to suffer from various anxiety, depression and other
psychological challenges as a result of stress (Burton et al, 2017, p 8). 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. Not only it hampers their
academic performance but also to maintain a social life (Quince, Wood, Parker, and Benson,
2012, p.e001519). Thus, universities need to take feedback and adopt strategies such that
students at the undergraduate level can cope with stress with many efficient efforts. Some of
the stress coping strategies have already been recommended by students. Depression, anxiety,
irritability, and behavioral problems are the many problems reported amongst students with
stress.
The study's design faces some limitations; hence some aspect of this study needs to be
considered before transferability. The study's design did not take into account students from
varied universities across the UK (Walsh, Feeney, Hussey, and Donnellan, 2010). This
implies that the outcomes of this study remain limited, a broader data collection and analysis
needs to be adopted for its transferability. Another major limitation of this study's design
includes not limiting participants to undergraduate students at the university only.
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
(Por, Barriball, Fitzpatrick, and Roberts, 2011, p 860). 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. It becomes essential to be aware
of the symptoms associated with psychological stress and its implications thereof, especially
those associated with depression, such that early detection along with treatment of these
30
students. Students have been seen to suffer from various anxiety, depression and other
psychological challenges as a result of stress (Burton et al, 2017, p 8). 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. Not only it hampers their
academic performance but also to maintain a social life (Quince, Wood, Parker, and Benson,
2012, p.e001519). Thus, universities need to take feedback and adopt strategies such that
students at the undergraduate level can cope with stress with many efficient efforts. Some of
the stress coping strategies have already been recommended by students. Depression, anxiety,
irritability, and behavioral problems are the many problems reported amongst students with
stress.
The study's design faces some limitations; hence some aspect of this study needs to be
considered before transferability. The study's design did not take into account students from
varied universities across the UK (Walsh, Feeney, Hussey, and Donnellan, 2010). This
implies that the outcomes of this study remain limited, a broader data collection and analysis
needs to be adopted for its transferability. Another major limitation of this study's design
includes not limiting participants to undergraduate students at the university only.
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
(Por, Barriball, Fitzpatrick, and Roberts, 2011, p 860). 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. It becomes essential to be aware
of the symptoms associated with psychological stress and its implications thereof, especially
those associated with depression, such that early detection along with treatment of these
30
problems can be handled. Some strategies that universities can adopt in reducing stress
amongst students include assistance with their ongoing courses, reduce pressure related to
examinations and provide individual assistance related to stress coping strategies.
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31
amongst students include assistance with their ongoing courses, reduce pressure related to
examinations and provide individual assistance related to stress coping strategies.
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Alzahem, A.M., Van der Molen, H.T., Alaujan, A.H., Schmidt, H.G. and Zamakhshary,
M.H., 2011. Stress amongst dental students: a systematic review. European Journal of
Dental Education, 15(1), pp.8-18.
Barnes, M.S. and Cassidy, T., 2018. Diet, Exercise and Motivation in Weight Reduction: The
Role of Psychological Capital and Stress: Diet, Exercise and Motivation in Weight
Reduction. JOJ Nurse Health Care, 9(5), pp.1-6.
Bataineh, M.Z., 2013. Academic stress among undergraduate students: the case of education
faculty at King Saud University. International Interdisciplinary Journal of
Education, 1(1033), pp.1-7.
Bewick, B., Koutsopoulou, G., Miles, J., Slaa, E. and Barkham, M., 2010. Changes in
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Collins, S., Coffey, M. and Morris, L., 2010. Social work students: Stress, support and well-
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Dahan, H. and Bedos, C., 2010. A typology of dental students according to their experience
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Davies, E.B., Morriss, R. and Glazebrook, C., 2014. Computer-delivered and web-based
interventions to improve depression, anxiety, and psychological well-being of university
students: a systematic review and meta-analysis. Journal of medical Internet research, 16(5),
p.e130.
Denovan, A. and Macaskill, A., 2013. An interpretative phenomenological analysis of stress
and coping in first year undergraduates. British Educational Research Journal, 39(6),
pp.1002-1024.
Denovan, A. and Macaskill, A., 2017. Stress and subjective well-being among first year UK
undergraduate students. Journal of Happiness Studies, 18(2), pp.505-525.
Dodd, L.J., Al-Nakeeb, Y., Nevill, A. and Forshaw, M.J., 2010. Lifestyle risk factors of
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Edwards, D., Burnard, P., Bennett, K. and Hebden, U., 2010. A longitudinal study of stress
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Deeny, P., Phillips, C. and Mabhala, A., 2011. Feeling healthy? A survey of physical and
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of environmental research and public health, 8(5), pp.1308-1323.
El Ansari, W., Vodder Clausen, S., Mabhala, A. and Stock, C., 2010. How do I look? Body
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Elani, H.W., Allison, P.J., Kumar, R.A., Mancini, L., Lambrou, A. and Bedos, C., 2014. A
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Kinman, G. and Grant, L., 2010. Exploring stress resilience in trainee social workers: The
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pp.261-275.
Lee, E.H., 2012. Review of the psychometric evidence of the perceived stress scale. Asian
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Macaskill, A., 2013. The mental health of university students in the United Kingdom. British
Journal of Guidance & Counselling, 41(4), pp.426-441.
Por, J., Barriball, L., Fitzpatrick, J. and Roberts, J., 2011. Emotional intelligence: Its
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Quince, T.A., Wood, D.F., Parker, R.A. and Benson, J., 2012. Prevalence and persistence of
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33
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El Ansari, W., Stock, C., Hu, X., Parke, S., Davies, S., John, J., Adetunji, H., Stoate, M.,
Deeny, P., Phillips, C. and Mabhala, A., 2011. Feeling healthy? A survey of physical and
psychological wellbeing of students from seven universities in the UK. International journal
of environmental research and public health, 8(5), pp.1308-1323.
El Ansari, W., Vodder Clausen, S., Mabhala, A. and Stock, C., 2010. How do I look? Body
image perceptions among university students from England and Denmark. International
Journal of Environmental Research and Public Health, 7(2), pp.583-595.
Elani, H.W., Allison, P.J., Kumar, R.A., Mancini, L., Lambrou, A. and Bedos, C., 2014. A
systematic review of stress in dental students. Journal of dental education, 78(2), pp.226-242.
Kinman, G. and Grant, L., 2010. Exploring stress resilience in trainee social workers: The
role of emotional and social competencies. The British Journal of Social Work, 41(2),
pp.261-275.
Lee, E.H., 2012. Review of the psychometric evidence of the perceived stress scale. Asian
nursing research, 6(4), pp.121-127.
Macaskill, A., 2013. The mental health of university students in the United Kingdom. British
Journal of Guidance & Counselling, 41(4), pp.426-441.
Por, J., Barriball, L., Fitzpatrick, J. and Roberts, J., 2011. Emotional intelligence: Its
relationship to stress, coping, well-being and professional performance in nursing
students. Nurse education today, 31(8), pp.855-860.
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school. BMJ open, 2(4), p.e001519.
33
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34
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Saravanan, C. and Wilks, R., 2014. Medical students’ experience of and reaction to stress: the
role of depression and anxiety. The Scientific World Journal, 2014, p 2.
Skår, S., Sniehotta, F.F., Molloy, G.J., Prestwich, A. and Araujo-Soares, V., 2011. Do brief
online planning interventions increase physical activity amongst university students? A
randomised controlled trial. Psychology and Health, 26(4), pp.399-417.
Smith, R.A. and Khawaja, N.G., 2011. A review of the acculturation experiences of
international students. International Journal of intercultural relations, 35(6), pp.699-713.
Storrie, K., Ahern, K. and Tuckett, A., 2010. A systematic review: students with mental
health problems—a growing problem. International journal of nursing practice, 16(1), pp.1-
6.
Walsh, J.M., Feeney, C., Hussey, J. and Donnellan, C., 2010. Sources of stress and
psychological morbidity among undergraduate physiotherapy students. Physiotherapy, 96(3),
pp.206-212.
Wardle, J., Chida, Y., Gibson, E.L., Whitaker, K.L. and Steptoe, A., 2011. Stress and
adiposity: a meta‐analysis of longitudinal studies. Obesity, 19(4), pp.771-778.
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stress incursion and responses. Stress and Health, 27(1), pp.4-17.
34
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APPENDICES
QUESTIONNAIRE
(Please circle and/or fill the following)
Q1) Gender
Male
Female
Q2) Age _____
Q3) Home or Overseas student
Home
Overseas
Q4) What Course are you Studying
Q5) Year of Study
First year undergraduate Second year undergraduate
Third year undergraduate Postgraduate
35
QUESTIONNAIRE
(Please circle and/or fill the following)
Q1) Gender
Male
Female
Q2) Age _____
Q3) Home or Overseas student
Home
Overseas
Q4) What Course are you Studying
Q5) Year of Study
First year undergraduate Second year undergraduate
Third year undergraduate Postgraduate
35
Other: _______________
Q6) Mode of Study
Full Time Part Time
Q7) Do you work
Yes No
If you work how many hours do you work per week?
Q8) felt anxious for something that happened unexpectedly?
1 to 5
1. never
5. always
Q9) felt that you were unable to control the important things in your life?
1.never
2. very often
Q10) felt nervous and "stressed"?
1. never
5. very often
Q11) dealt successfully with day to day problems and annoyances?
1.never
5.very often
Q12) felt that you were effectively coping with important changes that were occurring in your
life?
1.never
5.very often
Q13) felt confident about your ability to handle your personal problems?
1. never
2. 5. Very often
Q14) felt that things were going your way?
1. Never
5. very often
Q15) found that you could not cope with all the things that you had to?
36
Q6) Mode of Study
Full Time Part Time
Q7) Do you work
Yes No
If you work how many hours do you work per week?
Q8) felt anxious for something that happened unexpectedly?
1 to 5
1. never
5. always
Q9) felt that you were unable to control the important things in your life?
1.never
2. very often
Q10) felt nervous and "stressed"?
1. never
5. very often
Q11) dealt successfully with day to day problems and annoyances?
1.never
5.very often
Q12) felt that you were effectively coping with important changes that were occurring in your
life?
1.never
5.very often
Q13) felt confident about your ability to handle your personal problems?
1. never
2. 5. Very often
Q14) felt that things were going your way?
1. Never
5. very often
Q15) found that you could not cope with all the things that you had to?
36
1.never
5. very often
Q16) Do you think that stress affects your studies?
Yes
No
If so, does it affect you positively or negatively?
Q17) What are the most stressful factors based on academic context? (you can choose more
than one option)
Examinations
grades
Amount of assigned coursework
Lack of time to do coursework
Meeting deadlines
Difficulty of group work
Difficulty understanding the topic
Attendance
Fear of failing the course
Competition with peers
Other (please state): ___________________
Q18) What are the typical reasons for your stresses in your university life? (you can choose
more than one option)
Studies issues (assignment deadlines and increasing workload)
Financial (e.g. tuitions, living cost)
Work (and study) life balance
Family issues
Teaching support
University support
Greater level of independence
Physical health issues
Other (please state): ___________________
Q19) Do you think stress affects your performance? If so how? (you can choose more than
one option)
Yes
37
5. very often
Q16) Do you think that stress affects your studies?
Yes
No
If so, does it affect you positively or negatively?
Q17) What are the most stressful factors based on academic context? (you can choose more
than one option)
Examinations
grades
Amount of assigned coursework
Lack of time to do coursework
Meeting deadlines
Difficulty of group work
Difficulty understanding the topic
Attendance
Fear of failing the course
Competition with peers
Other (please state): ___________________
Q18) What are the typical reasons for your stresses in your university life? (you can choose
more than one option)
Studies issues (assignment deadlines and increasing workload)
Financial (e.g. tuitions, living cost)
Work (and study) life balance
Family issues
Teaching support
University support
Greater level of independence
Physical health issues
Other (please state): ___________________
Q19) Do you think stress affects your performance? If so how? (you can choose more than
one option)
Yes
37
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No
Memory problems/forgetfulness
Disorientation
Confusion
Slowing in thinking, analysing, or comprehending
Difficulty calculating, setting priorities or making decisions
Difficulty concentrating
Limited attention span
Loss of objectivity
Inability to stop thinking about the disaster or an incident
Other (please state): ___________________
Q20) how do you think stress affect your behaviour? (you can choose more than one option)
Change in activity level
Ability to perform tasks
Difficulty communicating
Irritability
Outbursts of anger
More prone to argue
Inability to rest, relax, or switch off
Change in eating habits
Change in sleeping patterns
Increased use of tobacco, alcohol, sugar, or caffeine
Other (please state): ___________________
Q21) How do you think stress affects your social ability? (you can choose more than one
option)
Withdrawing or isolating from people
Difficulty listening
Difficulty sharing ideas
Difficulty engaging in mutual problem solving
Blaming
Criticising
Intolerance of group process
Difficulty in giving or accepting support or help
38
Memory problems/forgetfulness
Disorientation
Confusion
Slowing in thinking, analysing, or comprehending
Difficulty calculating, setting priorities or making decisions
Difficulty concentrating
Limited attention span
Loss of objectivity
Inability to stop thinking about the disaster or an incident
Other (please state): ___________________
Q20) how do you think stress affect your behaviour? (you can choose more than one option)
Change in activity level
Ability to perform tasks
Difficulty communicating
Irritability
Outbursts of anger
More prone to argue
Inability to rest, relax, or switch off
Change in eating habits
Change in sleeping patterns
Increased use of tobacco, alcohol, sugar, or caffeine
Other (please state): ___________________
Q21) How do you think stress affects your social ability? (you can choose more than one
option)
Withdrawing or isolating from people
Difficulty listening
Difficulty sharing ideas
Difficulty engaging in mutual problem solving
Blaming
Criticising
Intolerance of group process
Difficulty in giving or accepting support or help
38
Impatient with or disrespectful to others
None of the above
Other (please state): ___________________
Q22) How difficult do you find it to make friends with other students during your academic
year?
Not difficult at all
Somewhat difficult
Very difficult
Q23) what could the university do to help students with stress? (give further information)
RESPONSES OF THE QUESTIONNAIRE
Responses 1-22 will come here
Q23) what could the university do to help students with stress? (give further information) 42
responses
Provide students with example coursework’s and also more past papers.
Have one to one meeting, for lectures only talk about topics that will come in the exam.
Give additional support
More tutorial times
control the high prices of the coffee shops inside the university like most of the universities in
UK
Reduce workload of coursework
More 1:1 study support! Discussion board really doesn’t help as sometimes the answers of
the lecturers are vague- mock coursework feedback or drafts would be good and revision
sessions!! Thank you
An app maybe that allows to make friends and help for relieving stress. Asmr would be great
too 😂
Create more tutorial classes for the assignments before and after to explain and be in more
detail
Provide more past papers and examples for assignments
Support to solve the stressful problem and understanding of the situation.
Explain in advance the how student can meet their goals and how does it work marking skim
for their work.
39
None of the above
Other (please state): ___________________
Q22) How difficult do you find it to make friends with other students during your academic
year?
Not difficult at all
Somewhat difficult
Very difficult
Q23) what could the university do to help students with stress? (give further information)
RESPONSES OF THE QUESTIONNAIRE
Responses 1-22 will come here
Q23) what could the university do to help students with stress? (give further information) 42
responses
Provide students with example coursework’s and also more past papers.
Have one to one meeting, for lectures only talk about topics that will come in the exam.
Give additional support
More tutorial times
control the high prices of the coffee shops inside the university like most of the universities in
UK
Reduce workload of coursework
More 1:1 study support! Discussion board really doesn’t help as sometimes the answers of
the lecturers are vague- mock coursework feedback or drafts would be good and revision
sessions!! Thank you
An app maybe that allows to make friends and help for relieving stress. Asmr would be great
too 😂
Create more tutorial classes for the assignments before and after to explain and be in more
detail
Provide more past papers and examples for assignments
Support to solve the stressful problem and understanding of the situation.
Explain in advance the how student can meet their goals and how does it work marking skim
for their work.
39
To do more tutorial classes to be engaged more to students one to one meetings.
Change type of exams rather than essay questions that need too much memorizing and
depth, maybe open book with essay questions would be less stressful or questions with one-
or two-lines answer. Another way could be MCQ. I think having knowledge and knowing the
subject is not related and unfair way to be tested in the essay questions especially with
medical genetics and genomics module.
Focus more on social working with students
Provide additional help with coursework and exams. Give coursework samples and exam
questions mark scheme
provide help in coursework and exam. For example, provide a coursework example and mark
schemes for exam questions.
More informative feedback when checking drafts
Help with exams such us going through past papers exam questions and have one to one
meeting regarding the exam style
Raise awareness of the support available
less emails, otherwise, not sure
space out assessment instead of giving it at the same time
not enough clarification of certain topics in lectures just because 80% of the class understand
something, you should not forget about the 20% who do not.
one to one teaching support
University should provide compulsory group activities for students so that they learn to work
as a good team
No exams
Extend deadlines more accessibly for struggling students
There already is counselling and other sorts of help available, which I believe are enough and
helpful
Give more time for coursework’s
Open stress club, so that student can share their experience and find way out from that
satiation
University support
Create timetables less overloaded in terms of days at university for mature students.
Health advice and physical therapy/relaxation classes for free
Allow students to have more time for their assignments and give them support so they can
understand better the topic. Also, I don’t understand why assignments are with higher
percentage in overall mark for a subject than a final exam for that subject.
I think the university could have more support programs for all students and advertise it all
around the school; for both postgraduate and undergraduate students. It will definitely help
students struggling with mental health as well.
40
Change type of exams rather than essay questions that need too much memorizing and
depth, maybe open book with essay questions would be less stressful or questions with one-
or two-lines answer. Another way could be MCQ. I think having knowledge and knowing the
subject is not related and unfair way to be tested in the essay questions especially with
medical genetics and genomics module.
Focus more on social working with students
Provide additional help with coursework and exams. Give coursework samples and exam
questions mark scheme
provide help in coursework and exam. For example, provide a coursework example and mark
schemes for exam questions.
More informative feedback when checking drafts
Help with exams such us going through past papers exam questions and have one to one
meeting regarding the exam style
Raise awareness of the support available
less emails, otherwise, not sure
space out assessment instead of giving it at the same time
not enough clarification of certain topics in lectures just because 80% of the class understand
something, you should not forget about the 20% who do not.
one to one teaching support
University should provide compulsory group activities for students so that they learn to work
as a good team
No exams
Extend deadlines more accessibly for struggling students
There already is counselling and other sorts of help available, which I believe are enough and
helpful
Give more time for coursework’s
Open stress club, so that student can share their experience and find way out from that
satiation
University support
Create timetables less overloaded in terms of days at university for mature students.
Health advice and physical therapy/relaxation classes for free
Allow students to have more time for their assignments and give them support so they can
understand better the topic. Also, I don’t understand why assignments are with higher
percentage in overall mark for a subject than a final exam for that subject.
I think the university could have more support programs for all students and advertise it all
around the school; for both postgraduate and undergraduate students. It will definitely help
students struggling with mental health as well.
40
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Provide a safe space where people can relax from their issues/introduce more relaxation
techniques e.g. yoga or nap times for those who have to travel etc.
Improve teaching. Lectures feel very pointless which adds to the amount of stress.
Offer lunchtime meditation classes for free
Make sure that tutors actually follow you and not just assigning a tutor that is either never
available or do not follow your progresses at all. Students already are pretty stressed from
multiple factors and it is often impossible to be able to interact with every society, every party,
every tutor and so on, especially when we already have to think about university work,
personal life and financial difficulties.
Lower tuition fees
41
techniques e.g. yoga or nap times for those who have to travel etc.
Improve teaching. Lectures feel very pointless which adds to the amount of stress.
Offer lunchtime meditation classes for free
Make sure that tutors actually follow you and not just assigning a tutor that is either never
available or do not follow your progresses at all. Students already are pretty stressed from
multiple factors and it is often impossible to be able to interact with every society, every party,
every tutor and so on, especially when we already have to think about university work,
personal life and financial difficulties.
Lower tuition fees
41
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