College Students and Stress

The minority students should have a higher tendency to experience stress than their counterparts. Researchers found that stressors are common in academic settings and are mostly associated with their language, nationality and cultural backgrounds. The historical alienation and length of residency have an impact on these groups (Rienties, Beausaert, Grohnert, Niemantsverdriet, & Kommers, 2012). Male and female students experience stress differently. They frequently vary in how they experience, perceive and handle stressful life events. The possible explanation for such difference

Although the stress of college students is largely present, it is just another part of college. The real epidemic here besides added pressure on female students is how students as a whole can reduce the amount of stress that is put on them by personal practices. The hardships that students are going through now will be prevalent in the future when they become very successful from all the aspects they were challenged

Firstly, when the academic pressure and work-load on students rises when they come to university, they will feel stressed as they adjust to the change of scholarly expectations. Students in university face the challenges of having more assignments and tougher examinations than in high school, which students may not be prepared for beforehand. The other academic factors that contribute to higher stress levels are familial induced pressure to succeed, scholarship requirements, and higher education requirements (Bedewy and Gabriel). Other factors that also have the highest rate of academic stress are, “course loads, lack of

In this article a college student’s academic stress and its relationship to their anxiety and time management will be explored. When it comes down

While there are a diverse number of items that may prevent a student from persisting, academic concerns are prevalent among international students with as many as 74% of students stating they had difficulty with academics as compared to 65% for domestic students (Grayson, 2008). By understanding international students’ academic concerns, universities can employ interventions and programs to help alleviate these issues for current and future students since more than half of students have said they intensely and frequently need information to solve their academic issues (Yi, 2007). However, more information concerning the specific nature of academic concerns is needed in order to help universities determine which programs will be most useful in helping international

Stress is unavoidable, no matter the situation, location, or time; stress is always present. Stress is found in higher levels during the duration in which students attend college. It is predictably higher among college students, freshmans in particular, because of the extreme expectations set upon them by their parents and, of course, society. The need to please their parents, longing for success in life, and being able to sustain a reasonable income in the future, all of which falls into the hands of college students who are making critical decisions which may decide the outcome for a large portion of their lives. If these students end up hating their future jobs, the stress of having to go back into college to study for a new career

During the last few decades, the United States has leading other develop countries in attracting the highest number of international students interested in pursuing post-secondary degree. According to the Open Doors report, “The number of international students at colleges and universities in the United States increased by 7.0 percent to a record high of 623,805 in the past academic year, and by 165 percent in the last three decades” (Institute for International Education, 2008). The influx of international students in the US, seems to have a positive influence to America economy and diversity enriches the social life as well. America a capitalize country still allow its doors open, hence confirming the above claim. International students have taken advantage of the American open doors to study in US despite the many challenges lying ahead of them. Unfortunately these students travel to the US not know the psychological stress awaiting them. Psychological stress may come as a result of both academic and social experiences. Isolation, culture shock, and alienation may sometimes be stressful and can engender homesickness. On the other hand, increasing number of international students in the US is also a

In this scholarly journal Chu-Lien Chao examined the stress levels of students. In the article, she states, “Life often throws students off track with unexpected break-ups, difficult tasks beyond their capabilities and other situations that suddenly force them to make decisions about their future” (p.5). This is a very valid point. This problem is most common for students who are trying to go to school to better their future but don’t really have an idea of where they may end up. Chu-Lien Chao also states how students may cope with stress. Chu-Lien Chao writes, “In the face of stress students naturally seek support from family and friends and execute their coping to maintain well-being”. This is a way a student can cope with stress: finding

Less stress causes the student to think more clearly and do overall better in school. They must also identify their weaknesses and strengths academically. Many graduates can attest to the importance of study habits and class attendance. Finding a personal motivation in the college setting is

Stress is no new phenomenon. It’s been around as long as man and has captivated scholars and physicians alike. With the growing demand for degrees in the professional world comes the growth of the number of college students. The relationship between stress and college students has become the subject of on-going research. Several studies show that stress in college students is increasing with time and the authors of those studies are attributing this to an increased number of students. Other research seems to indicate that it isn’t necessarily the stress that is increasing but the awareness of it. Increased awareness of stress, and its unique toll on individuals, allows colleges and students to recognize

Nontraditional student numbers continue to rise on college campuses and few institutions meet the mental health needs for this special group of students (Carney-Crompton & Tan, 2002). It is the purpose of this study to examine both the stressors (i.e. triggers of the stress response) and perceived stress levels between traditional and nontraditional students.

Over the years many studies have been conducted to determine what creates stress and how college students can cope with stress. Stressors in a student’s life can be created through personal, educational and social experiences. A student faces many experiences while transitioning from high school, to college, and into adulthood. These experiences include: living arrangements, personal finances, important career decisions, experiences of failure, interpersonal relationships, and personal finances. These stressors involved with daily hassles can create an unhealthy high pressure environment which makes stress for college students inevitable. During one study, researchers found that physical activity throughout a student’s life can increase one’s stress tolerance and positively cope with stressors (Bland, Melton, Bigham, & Welle, 2012).

The purpose of this study was to find the underlying differences between international and domestic students. We used Asian students specifically for data to see whether they differ from one another depending on their

It is believed that this is a stage when young people attempt to find their independence and at the same time struggle to become a productive member of society (Furham&Trezise, 1983). Due to the demands of cultural adjustments, overseas students are inclined to experience additional stressors compared to other students (Mori, 2011). The response to stress for many students, as mentioned by Robotham (2008), is poor academic performance especially among first year overseas students who are more susceptible to stress. As a result of stress, physiological conditions such as impairment of immune systems, heightened vulnerability to illnesses, physical tension, dysfunctions in pituitary-adrenal activities and cognitive fatigue can be experienced (Mori, 2011). Other adverse effects of stress include increased alcohol consumption, smoking, heightened tendency to consider suicide and low self-esteem (Robotham, 2008).

As a world center of information and advanced technology, the United States has become a country of major attraction for foreign students. Both students and scholars perceive higher education in the United States as the best system in the world. As a result, America ranks first among all countries of the world that host foreign students. The international student population in the United States has been growing steadily since the 1950s and constitutes a significant proportion of higher education students. For example, international students represent 12% of all master’s degrees and 26.7% of doctoral degrees earned in the United States (Davis, 1996). According to the Institute of International Education (2002), a total of 582,996 students representing more than 186 nations attended 2,500 institutions of higher education in the United States in 2001. Economic, cultural, and political factors indicate an increase in future enrollment (Hayes & Lin, 1994; Huang, 1994). College is a stressful time for many students as they go through the