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Transcript of academic as an associated factor of stress among students
Diploma in Biomedical Laboratory Technology (DBLT)
ACADEMIC AS AN ASSOCIATED FACTOR OF STRESS AMONG STUDENTS
NUR ATIKAH AMIRA BINTI RANI 12101315034
RUZIANA BT YUSRI 12101315016
YASMIN IZUREEN BINTI IBRAHIM 12101315020
NOR SYAFINAS BINTI NOR ASHAAZLIM 12101315023
UNIVERSITI KUALA LUMPUR INSTITUTE OF MEDICAL SCIENCE TECHNOLOGY
JULY 2016
ABSTRACT
Stress among the university students is commonly heard in this decade as they are
busy struggling to get the best performance in their studies. According to the
National Centre for the educational statistic (2008) shows that 25% of university
students drop out after their first year, and marginally more than half of the students
attending four years institution complete their baccalaureate degrees within six years
of their first enrollment. Stevenson & Harper, (2006) believe that stress in academic
institutions can have both positive and adverse consequences if not well-managed
among university students. A cross-sectional study has been conducted to 232
college students to answer self-administered questionnaire adopted from the past
study (Marwan Zaid, 2013). The questionnaire consists of 3 parts. Part A is about the
demographic; Part B is the academic stressor of the faculty of education students and
part C is about the primary sources of stressors among the students. All questions
been measured on 5- point Likert scale ranging from 5 (Strongly Agree) to 1
(Strongly Disagree). For the results, many factors have been identified for the
academic stress among the students. However, 4 significant factors lead to stress
which is academic overload (mean= 3.86), course awkward (mean= 3.50), fear of
failure (mean= 3.9) and academic punishments (mean= 3.41). To conclude this
research, a study has shown that academic overload, cause awkward, fear of failure,
and academic punishments are the major factors that cause academic stress among
university students.
i
TABLE OF CONTENTS
ABSTRACT ................................................................................................................. i
TABLE OF CONTENTS .......................................................................................... ii
LIST OF TABLES .................................................................................................... iv
LIST OF FIGURES ................................................................................................... v
LIST OF APPENDICES .......................................................................................... vi
1.0 INTRODUCTION .......................................................................................... 1
1.1 Overview ........................................................................................................... 1
1.2 Problem Statement ............................................................................................ 2
1.3 Research Objective ........................................................................................... 2
2.0 LITERATURE REVIEW.............................................................................. 3
2.1 Introduction ....................................................................................................... 3
2.2 Stress Due to Academic Pressure...................................................................... 3
2.3 Factors of Academic Stress ............................................................................... 4
2.4 Sources of Academic Stress .............................................................................. 6
2.5 Stress Outcomes ................................................................................................ 7
2.6 Table of Literature Review ............................................................................... 9
3.0 METHODOLOGY ...................................................................................... 12
3.1 Overview ......................................................................................................... 12
3.2 Research Design .............................................................................................. 12
3.3 Study Population ............................................................................................. 13
3.4 Statistical Analysis .......................................................................................... 13
4.0 RESULTS ..................................................................................................... 14
5.0 DISCUSSION ............................................................................................... 16
ii
5.1 Overview ......................................................................................................... 16
5.2 Key Finding .................................................................................................... 16
6.0 CONCLUSION ............................................................................................ 19
7.0 REFERENCES ............................................................................................. 20
8.0 APPENDICES .................................................................................................... 22
8.1 Reference Management System ...................................................................... 22
8.2 Pages of Article/Journal .................................................................................. 23
8.3 Questionnaires ................................................................................................. 41
iii
LIST OF TABLES
Table 1 The Mean of Factor That Causes Stress ....................................................... 15
iv
LIST OF FIGURES
Figure 1 The Mean of Academic Stress ..................................................................... 14
v
LIST OF APPENDICES
Appendix 1 Reference Management System ............................................................. 22 Appendix 2 First Page of Article/Journal Used ......................................................... 23 Appendix 3 Set of Questionnaire ............................................................................... 41
vi
1.0 INTRODUCTION
1.1 Overview
Nowadays, stress is a common problem that faces by the students as they are
struggling to get the academic achievement for their future. Academic pressure is one
of the factors that cause stress among the university students. Stress is anything that
represents a test or a risk to our prosperity. It has characterised as a procedure in
which natural requests surpass the versatile limit of a life form bringing about mental
and organic changes that may put persons at danger for diseases. This definition
adapted from Cohen S et al. (1995).
According to the National Centre for the educational statistic (2008) shows that 25%
of university students drop out after their first year, and marginally more than half of
the students attending four years institution complete their baccalaureate degrees
within six years of their first enrollment. Stevenson & Harper, (2006) believe that
stress in academic institutions can have both positive and negative consequences if
not well-managed among university students.
Stress during study can lead to mental distress and have an adverse impact on
cognitive functioning and learning. According to Houtman, Jettinghoff, Cardillo
(2007), too much stress or chronic stress can affect mental and physical health and
increase the risk of premature mortality. Adverse effects of stress result from the
interaction between stressors and individual perceptions of and reaction to these
stressors.
However, in any case, it is vital to the general public that understudies ought to learn
and get the essential information and abilities with a specific end goal to make them
contribute emphatically to the advancement of the country from various angles.
University students suffer from different kind of academic stressors during their
1
study experiences. Academic stress among understudies have for some time been
examined on, and analysts have recognised stressors as excessively numerous
assignments, rivalry with different understudies, disappointments, the absence of
pocket cash (Fairbrother et al. 2003).
1.2 Problem Statement
Stress among university students has arisen as one of the major factors that can cause
the problem to students. Past studies show that 75-80% of college students are
moderately stressed, and 10-12% are severely stressed ( Pierceall & Keim, 2007).
According to Dunn, Wang, Shelly and Whalen (2005) stress which affects students,
can be sorted as academic, financial, time or relationship-related, and self- imposed.
The aim of this research is to study that do academic can be the primary indicator of
stress among the university students. The respondents that will be involved in this
research are the University students. University students have been recognised to be
the respondents’ base on the stress that perceived in their study.
This study is to identify the relationship between the stress among the students and
their academic as the associated factor.
1.3 Research Objective
The objectives of this research are:
1.3.1. To identify on how academic can be the primary indicator of stress.
1.3.2. To determine if the academic is the major factor of stress among the
university students.
2
2.0 LITERATURE REVIEW
2.1 Introduction
According to Stewart SM et al. (1999), cited by Harlina et al., stress is the factor that
gives a negative effect on academic curriculum. Stress can inhibit and suppress
learning, and associated with inhibition of students’ academic performance, said
Linn BS, Zeppa R (1984). In the research done by Harlina et al., they found that
majority of the respondents were in severe stress, resulting from related academic
factors. However, in other terms, some of the interviewees claimed that stress
motivates them for a better academic performance.
2.2 Stress Due to Academic Pressure
In the previous research done by Madiha Ali et al. (2015), stress that occurs due to
academic pressure might lead to academic misconduct. Some of the students
withdraw from their studies altogether, while others tend to attempt or commit
suicide. Gupta et al. defined the academic stress as a mental distress resulting from
apprehension and frustration with academic failure, the concern of failure or even an
awareness of the possibility of such failure. Dahlin et al. believed the prevalence of
stress to be high among medical students. A similar study in Pakistan stated that
prevalence of stress is strongly associated with poor academic performance. Madiha
Ali et al. did this study. Said that GPA system has relation with study success and
achievement. The conclusion of this study shows that students who are assessed
under a pass or fail system have less stressful academic lifestyle than students in
GPA system.
3
The research was done by Dr Abeer A Alawad et al. have investigated the stressors
experienced by students and determine the most prevalent cause of stress amongst
university students. According to Pandya et al. (2012), stress in academic can have
positive or negative consequences if not well-managed. They also stated that the
occurrence of stress is common among students. The statement by Shields (2001),
explained that there is intense pressure on students who wants to earn good grades,
contributing to stress which results in them dropping out of university. Statement by
Gadzella et al., cited by Dr.Abeer et al., said that most students who pursued study in
the university have higher stress due to the higher expectation from the family.
Research done by Al-Samadani and Al Dharrab (2013) claimed that the main factors
that caused stress amongst female students in a university were the completing exam
requirements.
Meanwhile in the research done by Archer and Lamnin (1985) discovered the issue
of personal and academic stress. They found that tests, competition between peers for
top grades and lack of time as the primary academic stressors. While other potential
sources of stress include excessive homework, assignments, examinations,
disagreements with lecturers and uncomfortable working classrooms (Hirsch & Ellis,
1996; Kohn & Frazer, 1986).
2.3 Factors of Academic Stress
In the study done by Dr Abeer A Alawad et al. found that the factors that were
described as most stressful were academic overload, unclear evaluation criteria,
project deadlines, the absence of faculty in office hours and also searching for course
references. This result is associated with the previous study done by Bataineh (2013)
which stated that academic overload had been one of the sources of stress. Other than
that, Radcliff and Lester (2003) also studied about perceived stress among medical
undergraduates and discovered that class workload was the most stressful factor for
students in their final year.
4
Statement by Hoe DC et al. (2012) which has been cited by Nudrat Sohail said that
excess of stress could cause health problems, which will give effect on students’
academic achievement. The result of the study done by Nudrat Sohail (2013) found
that higher level of stress, lower would the academic performance be. The overall
level of stress in medical students can be attributed to the normal stressors as well as
the additional stress of frequent academic examinations in a competitive
environment.
Nudrat Sohail has also discussed the fact that frequent topics in anatomy and tutorials
in physiology make students stress since they have to pass all of these to sit for the
final examination. Students have also expressed that they faced stress from their
family and friends that they should perform well in their studies. Hence, these
expectations often are a reason for stress and poor performance. The findings in this
research are supported by an article by Yousaff et al. from Malaysia where it stated
that major stressors identified by students were related to academics. In this research,
however, showed that majority of the students passed the examination. Meanwhile,
the students who failed n examination exhibited a severe level of stress.
Laurence, Williams, and Eiland (2009) has conducted a survey and reported that the
study indicated the exams and fear of failing had been associated with higher stress
level. In another research done by Linn and Zeppa (1984) which has been cited by
Ahmad M. Thawabieh et al. also found that stress could lead to academic decline.
Therefore, one of the factors that will cause stress is academic which they were
worried about their progress (Ahmad M. Thawabieh et al., 2012). Meanwhile, the
results also indicated that students from scientific, educational college and also
finance students have more academic stress than another college student, due to that
those students have lower grades in high school. Also, the transition shock from
school to university also explains the stress for the first year students.
5
2.4 Sources of Academic Stress
Another research done by Purna Prabhakar Nandamuri and Gothwami Ch from India
studied about the sources of academic stress. In their research has been stated that
student faces the stress when they enter a new world of professional education.
According to Chang & Lu (2007), which has been cited by this article, claimed that
academic institutions have different work settings compared to non-academic.
Hence, one would expect the difference in symptoms, causes and consequences of
stress. Meanwhile, academic stress among students have been under research for a
long time, and many researchers stated that assignments, competitions, failure and
poor relationships with other students as stressors (Fairbrother & Warn, 2003). In
this study, Purna P N et al. found that the component of academic stress is related to
what students study and how they study it. Since it can be stressful to handle a
challenging workload, students can experience stress from regular academic work
that is easy.
For this study, according to the components of academic work, the majority of the
respondents felt that daily class work is resulting in stress among them. While
regarding curriculum issue, regularly attending classes to comply with attendance
requirements and achieving academic goals are the major factors of academic stress.
In another aspect which is a team-related work environment, the issue of adjusting
with the group mindsets was the dominant factor. Meanwhile meeting the deadlines
of assessment has been selected as the leading cause regarding evaluation system.
Other than that, for the placement activity, the majority had chosen facing the
placement interview as the main stressor. Therefore, this article has concluded that
they found curriculum and instruction aspects in academic components are
responsible for causing stress among students.
Marwan Zaid Bataineh in the study said, university students suffer from different
kind of academic stressors during their education process. While demanding
academic pressure can become a normal stress which turns out to give a negative
effect on a person. In this study, it has been reported that majority of students
experience a moderate level of stress, which shows academic stress is just
reasonable. Plus, Marwan added that to have stressed is common among students that
6
will encourage them to do their work and tasks in university. These have been
supported by Smith et al. which claimed that stress encourages us to do things.
However, in this study Marwan found that fear of failure and academic punishments
are the primary sources of students stress.
2.5 Stress Outcomes
Stress can produce positive and adverse outcome if not well-managed (Stevenson A.,
2006). In the study done by Maryam Moula Bakhsh et al., the students are expected
to be suffered from stress due to the time limit and pressure for examination.
Statement by Abouserie, R., (1994), claimed that the greatest causes of academic
stress are resulting from plenty task in a short amount of time, grade competition and
studying for exams. When stress becomes excessive, students will develop physical
and psychological impairment. Therefore, the findings Maryam’s research showed
that the main sources of stress were academic related. It is similar to studies done by
Wright (1967), Kohn and Frazer (1986), Hirsch and Ellis (1996), and Byrne,
Davenport and Mazanoc (2007).
For the research done by Mihaela Chraif focused on possible correlations between
stress reactivity, the level of satisfaction and workload. Based on Awino & Agolli,
cited by Mihaela, stated that stress could be associated with the classroom,
overcrowding and inadequate resources to achieve academic work. Meanwhile,
Garci-Ros et al. (2012) examine the main sources of stress in their first-year
university students. Then, they found that the highest level of stress is oral
presentations, academic overload, lack of time and also final examinations.
Therefore, in this study, they found that students in the 3rd year are more prone to
have stress than the 1st-year grade. Mihaela Craig stated that the reason for this
finding is because the last sessions overlap with the licensing written exam and
dissertation achievement. Hence, charge in workload is higher in the 3rd year
students compared with 1st grade.
7
Pierceall & Keim (2007), cited by Catherine Coccia & Carol A Darling, have
reported that 75 - 80% of college students are moderately stressed while 10 – 12%
are severely stressed. Meanwhile according to National Center for Educational
Statistics (2008), found that 25% of college students drop out after their first year,
and only slightly more than half of the students tend to complete their baccalaureate
degrees. Also, stress may reduce life satisfaction. Suldo & Huebner (2004), stated
that positive life satisfaction gives a real impact on health and well-being of students.
However, the pressure to earn good grades and a degree is very high (Hirsch & Ellis,
1996). Nevertheless, studies found that the survey time has declined over the past
five decades with a study found that college students spent 51% time for socialising
and recreating, while only 7% of their time used for studying. (Arum & Roksa, 2011;
Babcock & Marks, 2010).
8
2.6 Table of Literature Review
TITLE AUTHOR YEAR SAMPLE DESIGN
SAMPLE POPULA
TION
OUTCOME MEASURE
Assessing Stress Among University Students
Dr Ahmad M.Thawabih and Dr Lama. M.Qaisy, Jordan
2012 questionnaire Consist of 473 students
The result indicates that stress levels experienced by student are moderate
Stress and academic performance among medical students
Nudrat Sohail, Lahore
2012 questionnaire
250 students were surveyed
The standard of stress was found 7.5%, moderate level of stress was present in 71.67%, and severe stress 20.83%
The Prevalence Of Stress Among Interior Design And Furniture Students
Dr Abeer A Alawad and Dr Aml A Slamah,
2014 questionnaire
59 from the second, third, and fourth years of the interior design and furniture course
The largest portion of respondents (47.5%) was from the fourth year, while 30.5% from the third year and 22% from the second year
Does Academic assessment system type effect levels of academic stress in medical students? A cross-sectional study from Pakistan
Madiha Ali et al., Pakistan
2015
Cross-sectional study and self-administered questionnaire
387 medical students
More students in the pass/fail system were satisfied with their performance than those in GPA system
9
Stress and Its Association with the Academic Performance of Undergraduate Fourth Year Medical Students at Universiti Kebangsaan Malaysia
Harlina H Siraj et al., Malaysia
2014 Cross-sectional study
234 year-4 medical students session 2011-2012
Academic related and social-related stressors caused for severe and high stress in 84% and 49% respondent respectively, with insignificant differences between gender and residency
Source of Academic Stress-a Study Management Student
Purna Prabhakar Nandamuri and Gowthami Ch, India
questionnaire
500 post graduate management student
it is clearly evident that the four identified components of academic work are responsible for academic stress among the management students.
Having the Time of Their Life: College Student Stress, Dating and Satisfaction with Life
Catherine Coccia and Carol A. Darling, Florida
2014 Cross-sectional study
534 students at a southeastern university
The findings indicated that the amount of time involved in non-verbal social interactions, such as texting and social networking, along with solitary activities was negatively related to students’ life satisfaction
10
Correlative Study between Academic Satisfaction, Workload
moreover, Level of Academic Stress at 3rd Grade Students at Psychology
Mihaela Chraif, Romania
2015 questionnaire 70 undergraduate students
The results confirm a negative statistically significant correlation between satisfaction-motivation and stress reactivity (r =-.401; p <0.05)
Academic Stress Among Undergraduate Students: The Case Of Education Faculty At King Saud University
Marwan Zaid Bataineh, Saudia Arabia
2013 questionnaire
232 subjects
participated in this study
It found that fear of failure is the primary source of stress among undergraduate students
Sources of Academic Stress:
Stress Management among Regular and Executive MBA Students
Maryam Moula Bakhsh and Sayeeda Amber Sayed, Pakistan
2015 Cross-Sectional Study Survey
100 participants
The significant stressors reported were pressure due to vastness of curriculum, numerous assignments and dissatisfaction with the class lectures
11
3.0 METHODOLOGY
3.1 Overview
The objective of this section is to verify the methodology of this research. It gives a
record of the research test, study outline and the instrument that utilised for
information accumulation. The consistent quality, legitimacy and the strategies for
data investigation were additionally talked about in subtle elements. This section
referred to the previous study. (Marwan Zaid, 2013).
3.2 Research Design
This study was not an experimental in nature and employs a cross- sectional design.
In this research, survey research design was used. (John, W.C. 2005). Research plans
are methods in a quantitative examination in which specialists control a study to an
example or to the whole population of individuals keeping in mind the end goal to
depict the states of mind, opinion, behaviours or characteristic of the population. In
this procedure, overview analysts gather quantitative, numbered information is
utilising survey (mailed questionnaire) and break down the information to portray
patterns about reactions to questions and to test research questions. They also
interpret the significance of the information by relating consequences of the
measurable test back to past study concentrates on. Self- administered questionnaires
were given to respondents. The questionnaire consists of 3 parts. Part A is about the
demographic; Part B is the academic stressor of the faculty of education students and
part C is about the primary sources of stressors among the students. All questions
have been measured on 5- point Likert scale ranging from 5 (Strongly Agree) to 1
(Strongly Disagree). The questionnaire was adopted from DASS21 ((Lovibond and
Lovibond, 2004).
12
3.3 Study Population
This study adopted a simple random sampling. The population of this study is 300
students, but only 232 students have completed the questionnaire.
3.4 Statistical Analysis
The quantitative data collected through the questionnaire that analysed statistically
using statistical analysis. The data has been calculated using SPSS version 17 and the
Microsoft Excel for the graph and table.
13
4.0 RESULTS
Figure 1 The Mean of Academic Stress
Based on Figure 1, the majority of respondents thought that academic overloads and
course awkward were effects of causing stress. The graph above portrays that
students were rating on that two effect that leads to stress (mean of academic
overloads = 3.86; mean, of course, awkward = 3.50. Meanwhile, absences and
lateness point out as the two lowest effects that causing academic stress. From the
graph above, it can be seen that the mean of absences is two point three two, and the
mean of lateness is two points zero four.
ITEMS MEAN
Fear of failure 3.9
Academic punishments 3.41
14
University policy of accumulative average 3.4
Teachers fairness 3.3
Overload hours every semester 3.21
Quizzes and exams 3.0
Family stressor 2.98
Financial problems 2.97
Inadequate resources e.g. Computers, Books. Lecturers 2.76
Table 1 The Mean of Factor That Causes Stress
Table 1 shows that the most popular source of students’ academic stress is fear of
failure and the academic punishments. The figure above points that the mean of fear
of failure and academic punishments were the two highest. The mean of fear of
failure is 3.9 while the mean of academic punishments is 3.41. On the other hand,
financial problems and inadequate resources such as computers, Books, Lecturers
were seemed to be the two lowest sources of stress among students. The diagram
above shows that the mean number, two point nine seven are obtained on the
statement ‘financial problems’ and two point seven six on ‘inadequate resources e.g.
Computers, Books. Lecturers’.
15
5.0 DISCUSSION
5.1 Overview
The findings of this study showed the academic stress has an excellent linkage
between itself and the primary sources of stressors. The academic stress here consists
of thirteen components which are academic overloads, course awkward, workload
every semester, exams awkward, low motivation, high family expectations,
inadequate financial resources, teacher weakness, overcrowded lecture halls, lateness
to do assignments, competition with friends, absences and lateness. Whereas, the
principal sources of stressors comprise of fear of failure, academic punishments,
University policy of accumulative average, teachers fairness, overload hours every
semester, quizzes and exams, family stressor, financial problems and inadequate
resources e.g. computers, books, lecturers.
The study was conducted among 300 students, but only 232 students completed and
returned the survey. The students own various opinions about the academic stress
and the major sources of stressors.
5.2 Key Finding
As what we have been observed, academic overloads and course awkward were
likely to be the effect of causing stress. These findings of this research are consistent
to those of Ongori, H and Angola, J.E. (2008) who found that the packed class,
unorganised schedule and the hard tests sometimes forced the students to extend the
length of study time, and these academic overloads do stress students’ life. The
overloads of academic and the awkwardness of course if not being well-managed
with planning may be harmful to students and last students can get stress and low-
16
down their spirit to study. Students seem to be comforted with the normality of
academic as students do not need to rush into anything. The course awkward or
‘course shock’ is not a rare thing to be heard among students. Stress can develop
from this element when the students are no longer able to cooperate with the course
that has been taken.
Further analysis of data showed that most of the students suggest fear of failure plus
academic punishments were the primary sources of students’ academic stress. Fear of
failure is a must for every student. Failure shows that students have failed in planning
their study strategies to achieve the goals. Academic punishments can be like being
barred from the university, need to repeat paper and much more. This kind of
punishments might be assumed as the ‘threaten tools’ to many students no matter on
what level either diploma level or bachelor students or else. It is supported by
Awino, J. O. and Agolla J. E. (2008) that claimed students’ sources of stress are
scared of not passing the subject, studies workload and the way of students
performing the academic.
In response to question ‘absences’ as the effect that causing academic stress, fewer
respondents agreed with it. Students may absent for various type of reason. The
example of students’ absenteeism is sick, family death and so on. Students are also
not able to come to the class because of the work commitment. These findings of this
research agree consistent with Guardian (2001) findings which showed some
students are being disturbed with part-time jobs, and this makes the students
insufficient time and cannot pay full attention to the studies. The academic stress also
might happen due to students’ lateness, but a small amount of the respondents are
rating on this point. Lateness may happen because of students woke up late in the
morning to go to class also might because of other reasons such as have an
emergency case and so on. The unpunctuality of students arriving at the class may
cause students to miss the lessons that others got. It is encouraging to compare this
finding that found by Ellis and Kanus (1977), Semb et al. (1979), Rothblum et al.
(1986), Wesley (1994), Tice and Baumeister (1997), Tuckman et al. (2002),
Fritzsche et al. (2003), Jackson et al. (2003) who found that lateness contributes to
poor achievement of academic.
17
In the other hands, students are seemed not so to agree that, financial problems as
one of the sources of stress. However, the finding of the current study does not
support the previous study that discovered the short supply of financial seemed to be
a notable stressor’s component in any students (Hickman, 1995). Respondents also
less agree with statement ‘inadequate sources such as computers, books, lecturers’
that usually contribute to the feeling of stress. These sources watched to be vital in
students’ life to accomplish the tasks, assignments, to do the revision and to increase
the understanding of the certain subject or topic. This present finding did not seem to
be consistent with other research (Kasozi et al., 2004) that revealed the sufficient
resources of the education’s tool can increase the level of success of students and can
reduce the risk that contributes to academic stress.
18
6.0 CONCLUSION
This study has investigated about academic as an associated factor of stress among
students. This research has been conducted by distributed the survey among 300
students and only 232 students who completed and returned the questionnaire.
Apparently, the objective has been achieved. The ways of academic can be the major
indicator of stress and the reasons of academic as the major factor of stress among
student has being identified by conducting this research.
The major findings of research highlighted that academic overloads and course
awkward are the effects of causing stress while fearing of failure and academic
punishments are the sources of students’ academic stress. The results of this study
support the idea from the previous study, and the current study both must be referred
and related each other so that we do not depend on the result on one side only. The
research was limited to several ways that the sample size of students is small. Results
are drawn from just one university. This finding cannot be derived from students in
other university degree programs. This study needs to be repeated with a larger plus
random sample that would spread the knowledge of stress among college students.
There are several recommendations for future research. One of that is the
intervention for these respondents are needed and repeating this research in other
universities is suggested. Specifically, the upcoming study should take larger sample
size from other institutions to support these findings which help university officials
to keep on observing the stress factors among students. Furthermore, students need
to practise a healthy life to avoid the chance of having hypertension and over stress
feeling. It may be done by doing recreation activities, get proper sources of
entertainment and spend time with the family. Last but not least, religious orientation
seems to play a significant role in managing and control the stress experienced by the
majority of the university’s student and the pressure due to the students’ unstable
academic performance.
19
7.0 REFERENCES
Alawad, A. A. (2014). The Prevalence Of Stress Among Interior Design And
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Ali, M., Asim, H., Edhi, A. I., Hashmi, M. D., Khan, M. S., Naz, F., … Zahid, M. F.
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Article, O. (2011). Stress and Coping Strategies of Students in a Medical Faculty in
Malaysia, 18(3), 57–64.
Bakhsh, M. M., & Sayed, S. A. (2015). Sources of Academic Stress : Stress
Management among Regular and Executive MBA Students, 3(1), 17–22.
Bataineh, M. Z., & Arabia, S. (2013). Academic Stress Among Undergraduate
Students : The Case Of Education Faculty At, 2(1).
Beiter, R., Nash, R., Mccrady, M., Rhoades, D., Linscomb, M., Clarahan, M., &
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8.0 APPENDICES
8.1 Reference Management System
Reference management system used is mendeley.
Appendix 1 Reference Management System
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8.2 Pages of Article/Journal
First page of the article/journal used.
Appendix 2 First Page of Article/Journal Used
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8.3 Questionnaires
Appendix 3 Set of Questionnaire
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