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Stress Factors as Predictor of Academic Performance of Undergraduate Students in University of Benin, Edo State, Nigeria
Stress can be regarded as any internal or external factors, which makes adaptation to environment difficult. The purpose of this literature review paper is to describe the components of academic stress, as well as to identify the effect of stress on male and female students. Stress is considered as a positive or negative experience among the students. It can dominate the academic process and the privacy of the students. The result of this study is shows the difference between the level of stress of male and female students. The importance of academic stress can be conducted in this study. This is because of the difference effects of stress on students based on several studies.
This research finding is based on the responses obtained from the undergraduate students at a higher learning institution (University) in Botswana. This paper investigated the stressors, symptoms and effects that are likely to be experienced by the undergraduate students in higher institutions (Universities). Stressors related to time, academic pressure, and academic environments were explored. A total of 320 students participated in this study. Data was collected through self-administered questionnaires that were randomly distributed to the students during lecture time. Data obtained was analysed using descriptive statistics and Tables. The open ended question was thematically analysed and the result presented in Table 5. It was found out that, academic workload, inadequate resources, low motivation, poor performance in academic, continuous poor performance in academic, overcrowded lecture halls, and uncertainty of getting job after graduating from the university lead to stress among students. It is hoped that, these findings will help the individual students, lecturers, career and counselling centres, and the university administrators to put in place mechanisms that mitigate the effects of stress at the University. In addition, the finding will also spur a scholarly debate on academic stress among students in higher institutions. We therefore suggest that, other researchers should consider using triangulation method. The limitation of our study was the sample size and lack of geographical coverage since our study only concentrated on one university. Therefore, the findings of this study cannot be generalised and as such the researchers suggest replication of this study using larger samples from other parts of the world to validate our findings.
Current study explored the effect of academic stress on students' performance and the impact of demographic variables like gender, age and educational level. A sample of one hundred and fifty students was taken from different universities located in Islamabad. Seventy-five respondents were males and the remaining seventy-five were females. The results showed significant effect of academic stress on student's performance. There was a non-significant difference between male and female university students on scores on the Perceived Stress Scale (PSS). A significant difference between junior and senior students was found on the PSS. Academic stress was found to be higher in younger students than older students. There was a non-significant difference on PSS scores among students when stress was measured at the beginning and at the end of the semester.
This study examined the relationship between adolescents’ cognitive flexibility and educational stress and the mediating role of perception of teacher acceptance on this relation. The study was based on a sample of 331 high school students in Turkey (145 male and 186 female). The age of students ranged from 14 to 18 years (Mage =16.12, SD=1.26). The child version of the Teacher Acceptance-Rejection/Control Questionnaire, Cognitive Flexibility Scale, Educational Stress Scale, and the Personal Information Form were used as measures. The results show that female students’ perception of teacher acceptance, and educational stress level were significantly higher than male students. Resuts also show that educational stress was significantly correlated with perception of teacher acceptance, cognitive flexibility, and age negatively. Finally, the result of the mediation analysis revealed that perception of teacher acceptance mediated the relationship between cognitive flexibility and educati...
This study identifies the difference in the perceptions of academic stress and reaction to stressors based on gender among first year university students in Nigeria. Student Academic Stress Scale (SASS) was the instrument used to collect data from 2,520 first year university students chosen through systematic random sampling from Universities in the six geo-political zones of Nigeria. To determine gender differences among the respondents, independent samples t-test was used via SPSS version 15.0. The results of research showed that male and female respondents differed significantly in their perceptions of frustrations, financials, conflicts and self-expectations stressors but did not significantly differ in their perceptions of pressures and changes-related stressors. Generally, no significant difference was found between male and female respondents in their perceptions of academic stressors, however using the mean scores as basis, female respondents scored higher compared to male respondents. Regarding reaction to stressors, male and female respondents differ significantly in their perceptions of emotional and cognitive reactions but did not differ significantly in their perceptions of physiological and behavioural reaction to stressors.
Seventh International Research Conference on Management and Finance - IRCMF, University of Colombo, Sri Lanka
The main purpose of this study was to determine the prevalence, determinants and predictors of stress among undergraduates. This was conducted as a cross sectional field study among a sample of 100 undergraduates in public universities. The excessive level of stress is negative, dysfunctional and harmful which significantly hinders the academic performance of undergraduates. Investigation was done in all the faculties of four public universities in Colombo where convenience sampling was applied to select the sample. Data was collected through a self administered pre tested questionnaire which ensured the validity and reliability. Frequencies and percentages were used to present the demographic data while mean and standard deviation were used to rank stressors in terms of the gravity. Stepwise regression analysis was performed to determine the predictors of stress.Findings revealed that the prevalence of stress among university undergraduates is high. There was an upward tendency of stress prevalence from the first year to the final year. It was found that, heavy academic workload, large amount of contents to be learnt, examinations, lack of time to review what have been learnt, getting poor marks, assignments, inflexible academic schedules, higher self expectations, lack of time for family concerns and having difficulty of understanding contents were the major stressors ranked by university undergraduates. Nine out of top ten stressors were academic related. Male undergraduates experienced greater stress than females. Stepwise regression analysis showed that, the level of academic workload was the best predictor of an undergraduate's stress level; where large amount of contents to be learnt and examinations were also significant predictors. It is hoped that these findings will help the individual student, lecturers, counselors and university administrators to instigate stress alleviation mechanisms and, to detect stressed students earlier in order to prevent harmful long term effects of stress on students. It is recommended to review, the duration of study leaves, amount of work load and assignments given, amount of contents of subjects plus the way it delivers and the flexibility of academic schedules in public universities.
This study examined the perception of academic stress among college students in a state college in the Philippines highlighting gender differences. In order to achieve the purpose of the study, an indigenous survey instrument was developed. A total of 1,210 college students chosen through systematic random sampling responded to the survey instrument. To determine gender differences among the respondents, independent samples t-test was used via SPSS version 15.0. Statistical analyses showed that male and female respondents differed significantly in their perceptions of subject, teacher, schedule, classroom, and expectation-related stressors but did not significantly differ in their perceptions of enrolment and admission, classmate, and financial-related stressors. Generally, no significant difference was found between male and female respondents in their perception of academic stressors, however using the mean scores as basis, female respondents scored higher compared to male respondents.
Euro Asia International Journals
ABSTRACT Present paper is an attempt to review the literature available on students stress. Students are experiencing stress everywhere, whether they are in school, college or in professional courses like medical and engineering. The paper has three sections. Section I describes the major sources of stress among students. Section II presents details of impact of stress on academic performance of students and psychological problems and section III presents the ways to manage students stress. It is evident from the paper that major sources of stress for student were increase work load, time pressure, unrealistic parental expectation, fear of failure in exam and worry for future.Stress was found to be related with decreased academic performance and success. It leads to many psychological problems like anxiety, depression, suicidal thoughts etc. For managing stress a collaborative effort by parents, teachers/School/College and the student is recommended. Parents and teachers should have open communication and concerned approach to the students. The students must be organized, regular and optimistic. Relaxation techniques life deep breathing, visualization, meditation and Yoga are also recommended for students to deal with their stress.
THE IMPACT OF STRESS ON THE ACADEMIC PERFORMANCE OF STUDENTS IN THE UNIVERSITY OF CAPE-COAST, SCHOOL OF BUSINESS
Moses bunmi OLUWABUSOLA
Journal of Educational and Social Research
IRA-International Journal of Management & Social Sciences
Journal of International Cooperation and Development
International Journal of Higher Education
Journal of Faculty of Environmental Studies
Christiana Ada Paul
Dr Irfan Saleem
The Malaysian journal of medical sciences : MJMS
SA Journal of Industrial Psychology
Sumerianz Journal of Social Science
Mustapha O L A Y I W O L A Opatola
Makerere Journal of Higher Education
Publisher ijmra.us UGC Approved
Journal of Accounting and Finance in Emerging Economies
International Journal of Education, Psychology and Counseling
International Interdisciplinary Journal of Education
International Journal of Advance Research in Computer Science and Management Studies [IJARCSMS] ijarcsms.com
Syed Kazim Abbas
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Student Wellness: Stress Among Undergraduate Dental Hygiene Students
- Affiliation: School of Dentistry, Division of Allied Dental Education, Dental Hygiene Master's Program
- ABSTRACT Judith A. Beck: Student Wellness: Stress Among Undergraduate Dental Hygiene Students (Under the direction of Ceib Phillips) Purpose: The purpose of this study is to assess stress among dental hygiene students in two intensive programs. Methods: All dental hygiene (DH) students at the University of North Carolina at Chapel Hill, Adam’s School of Dentistry (UNC ASoD) and a North Carolina community college (NCCC) were provided an anonymous Qualtrics survey link. Screening for depression (PHQ-9), anxiety (GAD-7), and a modified version of the Medical Outcomes Study Social Support Survey were included. Chi-square and Mantel Haenszel statistics were used in the analysis depending on scale of measurement. Results: Participants (n=136) included 69 DH students from UNC ASoD and 54 DH students from a NCCC. There were no statistically significant differences between respondents for demographics or personal lifestyles (all p>0.05). There was a statistically significant difference in the proportion of students reporting moderately-severe or severe anxiety (p=0.007) with 56% of NCCC respondents and 36% of UNC ASoD reporting these anxiety levels. There was no statistically significant difference in depression (P=0.07). Overall, 42.6% reported moderately-severe or severe depression. Of all respondents, 7.8% reported suicidal ideation in the last 12 months. Conclusion: The proportion of dental hygiene students enrolled in these two programs were substantially higher than the clinical cut points for mental and emotional concerns and suicidal ideation.
- Dental Hygiene
- Student Wellness
- Masters Thesis
- Phillips, Ceib
- Kornegay, Elizabeth C
- Harmon, Jennifer B
- Master of Science
- University of North Carolina at Chapel Hill Graduate School
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