Reddy K. J, Menon Chiliad. R, Thattil A. Academic Stress and its Sources Among Academy Students. Biomed Pharmacol J 2018;11(1).

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Yard. Jayasankara Reddy, Karishma Rajan Menon and AnjanaThattil

Department of Psychology, Christ University, Bengaluru – 560 029, India.

Corresponding Author Email: jayasankara.reddy@christuniversity.in

DOI : https://dx.doi.org/ten.13005/bpj/1404

Abstract

Stress has get part of students' academic life due to the various internal and external expectations placed upon their shoulders. Adolescents are peculiarly vulnerable to the problems associated with bookish stress every bit transitions occur at an private and social level. Information technology therefore, becomes imperative to understand the sources and impact of bookish stress in club to derive adequate and efficient intervention strategies. The written report employed a quantitative research design where participants were screened using Academic Stress Scale (Rajendran& Kaliappan,1991 from four streams namely, commerce, direction, humanities, and basic sciences. The five dimensions of sources such as personal inadequacy, fearfulness of failure, interpersonal difficulties with teachers, teacher pupil relationship and inadequate study facilities were farther analysed and gender differences were besides obtained. Agreement the sources of stress would facilitate the development of constructive counselling modules and intervention strategies past school psychologists and counsellors in club to help students convalesce stress.

Keywords

Academic Stress; Academic Feet; Adolescents; Stressors; Sources of Stress

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Introduction

For the longest time, people assumed that the student population was the least affected by any sort of stress or problems. Stress is now understood every bit a lifestyle crunch(Masih & Gulrez, 2006) affecting any private regardless of their developmental stage(Banerjee & Chatterjee, 2016). The merely chore students were expected to undertake was to written report and studying was never perceived equally stressful. What proved to exist stressful was the expectations parents had for their children, which in plow grew into larger burdens that these children could not acquit anymore. According to the statistics published past National Crime Records Bureau, there is one student every hour that commits suicide(Saha,2017). The agency registered ane.viii% students who committed suicide due to failing in examinations and an 80% rising in suicide rates during a ane-year time frame. A 2012 Lancet report also quoted that the fifteen-29 historic period grouping bracket in Bharat has the highest rate of suicide in the world (as cited in "Republic of india has the Highest Suicide Rate", northward.d.)  and these numbers show no sign of dropping.

Academic stress has been identified as the primary cause of these alarming figures.Lee & Larson (2000) explain this stress as an interaction between environmental stressors, educatee'due south appraisal and reactions for the same. Information technology has now become a grave reality that is termed equally a "career stopper" (Kadapatti & Vijayalaxmi, 2012). It therefore,becomes a pregnant cause of concern as it is symptomatic of rising mental health concerns in India (Nadamuri & Ch,2011).

Depression, anxiety, behavioural problems, irritability, etc. are few of the many bug reported in students with loftier academic stress(Deb, Strodl& Sun, 2015;Verma, Sharma & Larson, 2002).Incidences of depression were also found among stressful adolescents as it is linked with inability to concentrate, fear of failure, negative evaluation of future, etc. (Busari, 2012).Adolescents were also reported to be indulging in various risky behaviours such every bit increased consumption of alcohol and drugs, unprotected sexual activities, physical inactivity, poor eating and sleeping patterns (American College Health Association, 2009; Bennet & Holloway, 2014; Male monarch, Vidourek& Singh, 2014). The pressure these students face to perform is so severe resulting in v-fold increment in suicide attempts.

It becomes imperative to likewise understand that depression stress does not necessarily define that students will perform better, but in fact nether these circumstances, they would perceive the task as unchallenging and may also get hands bored (Uchil, 2017). Though certain levels of stress push button students towards optimum performance, when information technology is not managed efficiently due to inadequate resources to cope with the stress, it can take dismal consequences for the pupil as well every bit the establishment.

The stress response elicited by every individual is identical regardless of the trigger causing. For case, marital stress, examination anxiety, work stress, etc. would elicit identical physiological responses from the torso. This happens primarily due to the adreno-medullary arrangement, which is part of the sympathetic segmentation of our nervous organization and the adrenocortical centrality (Bourne & Yaroush, 2003) resulting in the "fight or flight" reaction. Some of the physiological changes that can be observed in the body are changes in heart charge per unit(60 minutes), blood pressure level (BP), respiratory rate, increased claret flow towards skeletal muscles, etc.

While the stress response may be identical, the sources of stress reported past individuals vary. These differences would be seen in the causes, sources and consequences of stressors. Some of the mutual stressors reported in an academic setting include excessive assignments, poor fourth dimension management and social skills, peer competition, etc. (Fairbrother & Warn, 2003). These results are consistent with studies conducted in India as well equally reported by Sreeramareddy, Shankar, Binu, Mukopadhyay, Ray & Menezes (2007).

Other private specific factors include problems in financial management, changes in living atmosphere, difficulties managing personal and academic life, etc. (Byron, Brun & Ivers, 2008; Chernomas & Shapiro, 2013; Goff, 2011; Jimenez, Navia-Osorio & Diaz, 2010; Moscaritolo, 2009).

The educational arrangement also plays an enabling role subsequently leading to increased stress levels experienced by students. Some of the sources include overcrowded lecture halls, semester grading organization, inadequate resource and facilities (Awing& Agolla, 2008), vastness of syllabus (Agrawal &Chahar, 2007; Sreeramareddy et al., 2007), long hours and expectations of rote learning (Deb et al., 2015). Parents and institutions relentlessly instill the fearfulness of failure which affects their self-esteem and confidence. Ang & Huan (2006) reported increased expectations every bit one of the factors responsible for increased stress levels.

Thus, as the sources of stress vary despite identical stress responses elicited by the body, agreement the former volition assist develop tailor made interventions targeted to reduce stress levels of students, which will in plough contribute towards holistic well-being of the individual.

Method

The principal objective of the study was to discover if there exists academic stress among students. Further, this study was likewise conducted to sympathise if there gender wise and stream wise differences in academic stress reported by the participants. Differences in gender and stream were also noted in the unlike dimensions or sources of stress as assessed by the Academic Stress Scale. It was hypothesized that there exists significant gender differences and stream wise differences in academic stress. It was also hypothesized that the sources of stress will also significantly vary among gender and the different streams.

Participants for the study were selected from a general pool of students using random sampling technique where the classes were chosen based on names picked out from a fish bowl. Informed consent form and demographic profile sheet were given to all the participants and the objectives of the study were explained. Academic Stress Scale adult past Rajendran and Kaliappan(1991) was used to understand the sources of stress. This questionnaire was selected on the basis of previous results obtained during the pilot study of this project. It measures the sources of stress primarily on four dimensions namely, personal inadequacy, fearfulness of failure, teacher student relationship, interpersonal difficulties, and inadequate study facilities. The judge administration time was effectually 25 minutes. Incomplete forms and questionnaire were non included in the written report. Results were so analyzed using SPSS five.21.

Results and Discussion

The principal objectives of the study were to sympathize the level of academic stress faced by students and the dissimilar sources that contributed to the same. Gender differences and stream wise differences in total academic stress were also analysed. Information was collected from 4 bookish streams namely, commerce, humanities, science, and management. The students who responded to the questionnaire were currently in their terminal year of undergraduate programme. The obtained data was subjected to advisable statistical analysis and the results are discussed in this session.

Table i: Showing hateful and standard deviation of sample on bookish stress

North Mean Std. deviation
336 53.46 25.70

The total number of participants who were subjected to the assay procedures were 336. The mean of the sample on the total academic stress score was 53.46(SD=25.70) as reflected in table ane. Using the hateful every bit cut-off for preliminary analysis and interpretation, it was plant that 48.80% of students fall under the category of having average to high stress levels.

Tabular array 2: Showing results of independent samples t test of the two groups, males and females

Gender N Mean Std.Deviation Sig
Males 162 53.01 26.75 .317
Females 174 53.87 24.75

The second major objective was to observe if in that location are any significant gender differences in the full academic score obtained by the participants. The total number of male person and females were 162 and 174 with a mean score of 53.01(SD=26.75) and 53.87(SD=24.75) respectively. According to the independent samples t- test results indicated in table 2, in that location exists no pregnant difference in total academic stress experienced by males and females.

To understand if there are significant differences in dimensions of bookish stress experienced by males and females, the information was subjected to multivariate test and the results are presented in tabular array three.

Multivariate assay

Table 3a

Gender Value Sig
Wilk's Lambda .954 .008*

*p<0.05

Tests of Between Subjects Effects

Tabular array 3b

Variable levels F Sig
Personal inadequacy .491 .484
Fright of failure 5.207 .023*
Gender Interpersonal difficulties 3.240 .073
Instructor pupil relationship .015 .902
Inadequate study facilities .006 .940

*p<0.05

The results presented in table three.a. and iii.b. indicate that the scores obtained on the dimensions of bookish stress differed significantly (.954, p<0.05) across the two groups, males and females. Further analysis also revealed that it was the fear of failure dimension that differed significantly F=five.207, p<0.05, with females reported to take higher scores (Hateful=12.29, SD=seven.39) than males (Mean=x.53, SD=half-dozen.lxx).

The third major objective was to find whether there exist meaning stream wise differences in academic stress. The data was subjected to ANOVA test and results are presented in table iv.

Descriptive statistics of bookish stress score across different streams

Tabular array 4a.

Stream N Mean Std. deviation
Humanities 93 47.97 25.28
Commerce 55 61.24 21.34
Direction 104 57.64 24.27
Science 84 49.26 28.57

Table 4b.

ANOVA

Academic Stress F Sig
Between groups 4.926 .002*

*p<0.01

Table 4c.

Post-hoc analysis Tukey test for Multiple comparisons across dissimilar streams

Stream Comparison Sig
Humanities Commerce .012*
Management .038*
Science .986
Commerce Management .829
Science .033*
Management Science .109

*p<0.05

Information technology can be observed from table 4.a., four.b., and 4.c. that in that location was a significant deviation in bookish stress F=4.926, p<0.05 across the four streams with the Commerce stream reporting the highest stress (Mean=61.24, SD=21.34) in comparison to the Management stream (Hateful=57.64, SD=24.27) and Science stream(Hateful=49.26, SD=28.57). It can be seen that the Humanities stream has reported the to the lowest degree academic stress (Mean=47.97, SD=25.28) in comparison to the others.

Post-hoc analysis was besides conducted to empathize which of the streams significantly varied in full academic stress in comparison with the others. Results indicate that the Humanities stream significantly differed in stress scores between Commerce and Management, p<0.05. There were no significant differences found in stress score reported by Humanities stream and Scientific discipline Stream. Results indicated significant difference in stress scores between Commerce stream and Science stream also, p<0.05.

To understand if there are stream differences in the dimensions of stress, the data was subjected to multivariate tests and the results are presented in table v.

Multivariate analysis

Table 5a

Gender Wilk'south Lambda Value Sig
four.084 .000*

p<0.01

Tests of Between Subjects Furnishings

Table 5b

Variable levels F Sig
Personal inadequacy ii.751 .043*
Stream Fear of failure 1.370 .252
Interpersonal difficulties ten.425 .000*
Teacher pupil relationship 7.036 .000*
Inadequate study facilities v.998 .001*

p<0.01

Results presented in table 5.a. and five.b. point that there were significant stream differences (Value=4.084, p<0.one)across the different dimensions of stress equally assessed by the questionnaire. Further assay indicate that the significant differences were shown in the dimensions personal inadequacy, interpersonal difficulties, teacher pupil human relationship and inadequate written report facilities. Fear of failure was the only dimension that did not evidence whatever significant difference across streams which is in contrast to the gender wise differences where it was observed that fear of failure was the only significant dimension that varied with respect to gender.

Post-hoc analysis of differences in dimension of academic stress across different streams

Tabular array 5c

Variable Stream Comparison Sig
Personal inadequacy Humanities Commerce .023*
Direction .475
Science .510
Commerce Management .332
Scientific discipline .381
Direction Science 1.00
Fright of failure Humanities Commerce .304
Management .999
Science .924
Commerce Management .239
Science .652
Direction Science .873
Interpersonal difficulties Humanities Commerce .087
Direction .001*
Science .479
Commerce Management .875
Scientific discipline .002*
Direction Science .000*
Teacher educatee relationship Humanities Commerce .153
Management .005*
Science .868
Commerce Management .897
Scientific discipline .034*
Management Science .000*
Inadequate study facilities Humanities Commerce .003*
Management .002*
Scientific discipline .322
Commerce Management .973
Science .224
Management Scientific discipline .287

*p<0.05

Results presented in table five.c. announce that there exist significant significant stream wise differences in the different dimensions of academic stress. The Humanities stream(Mean=ten.92, SD=6.51) differed significantly on the dimension personal inadequacy with Commerce stream(Hateful=14.02, SD=five.71), interpersonal difficulties(Mean=7.62, SD=5.30) with Management stream(Mean=10.43, SD=5.42), teacher pupil relationship(Hateful=10.39, SD=6.56) with Management stream(Mean=thirteen.thirty, SD=six.06) and inadequate study facilities (Mean=8.08, SD=5.18) with Commerce (Hateful=11.44, SD=4.64) and Management streams (Hateful=eleven.03, SD=6.06), p<0.05.

The Commerce stream differed significantly on the dimension interpersonal difficulties (Hateful=9.76, SD=iv.97) with Science stream (Mean=vi.47, SD=5.46) and instructor pupil human relationship (Hateful=12.58, SD=5.36) with Scientific discipline stream(Hateful=nine.67, SD=half-dozen.17), p<0.05.

Forth with meaning differences in dimensions with Humanities stream, the Management stream differed significantly in the dimension interpersonal difficulties (Mean=ten.43, SD=five.42) with Scientific discipline stream (Mean=6.47, SD=v.46) and teacher student relationship (Mean= 13.30, SD=half dozen.06) with Scientific discipline stream (Mean=ix.67, SD=six.17), p<0.05.

Prevalence of academic stress is not a stream specific state of affairs. High stress levels were reported in medical and engineering students highlighting the demand for medical attention and interventions (Behere, Yadav & Behere, 2011).

Conclusion

Academic stress has become a pervasive problem beyond countries, cultures, and ethnic groups (Wong, Wong & Scott, 2006). The present study brought into light that bookish stress still continues to be a devastating trouble affecting a student'due south mental health and well-existence. Stream wise differences in the experience of stress were besides highlighted. Management of the status thus becomes fundamental at every level namely, personal, social and institutional. Techniques similar biofeedback, yoga, life-skills training, mindfulness meditation, psychotherapy have been institute to exist effective in reducing stress among students Understanding the source from the different spheres will enable professionals in the field to tailor-brand intervention for students combining the most constructive strategies. Improving the holistic well-existence of the educatee would somewhen exist productive not only the individual but, for the overall productivity of the institutions besides.

Acknowledgements

This written report was supported past the Centre for Inquiry (projects), Christ University, Bangalore – 560 029, Bharat.

Conflict of Interest

There is no disharmonize of interest

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