Perfectionism And Non Blue Ribbon School

Students today spend the majority of their weekdays at schools which can result in stress due to many factors. It is important for students to learn to cope with pressure because it is an important skill for overall health. Grades can cause stress and anxiety in many ways. For example, a student that is receiving “bad” grades can have stress because they feel pressured by the teachers or parents to get better grades, and the student may feel that their peers are judging them because of their grades. On the other hand, a student who is receiving “good” grades may feel stress due to the pressure of maintaining their grades for the sake of their peer’s judgement and parent’s expectations. Sources of stress in schools include: Teacher Interactions, Academic Stress, Peer Interactions, and Academic Self-Concept (Helms and Gable 6). The manifestation of stress results in emotional, behavioral, or psychological distress (Helms and Gable 6). Grades are a factor in all of the sources mentioned, the student may feel the teacher disapproves of them, their peers don’t respect them, and their self-esteem will be impacted because of poor grades. This can result in behaviour and emotional issues which further the student’s insecurities and can cause psychological problems in the long term. Letter or percentage grades say nothing about these issues, it is very difficult to spot stress in children and the resulting behaviour due to stress can be misinterpreted if the parents and teachers are not made aware. Summary assessments can help detect stress in students, where the student can explain how they are feeling and the teachers and parents can detect high levels of stress. Test anxiety is another manifestation of stress in students today; unfortunately, many schools and teachers face a huge responsibility in which the students must perform well in order for teachers to keep their jobs and for schools to

The relationship between stress and perfectionism has been well researched (Achziger & Bayer, 2012). It has been found that individuals who exhibit higher levels of perfectionism are more susceptible to stress exposure because it violates their highest desire for control (Molnar, Sadava, Flett, & Colautti, 2012). It could be concluded that someone with perfectionist tendencies would experience high levels of stress when dealing with a situation or scenario that is out of his or her control. It has been found that people who are very high in self-critical perfectionism are especially susceptible to stress that indicate failures, loss of control, and criticism from others (Achziger & Bayer, 2012). With all the factors of perfectionism and stress influencing people’s view of themselves, it is not a surprise that a student in school would experience both of these

One of the biggest problems among students within post-secondary are the struggling issues of mental health such as depression, anxiety or stress which leads to the failure of adequate nutrition. The age of when mental disorders are clear to one’s self is between the age of 18 to 24 as this is the age of many adolescents are going into higher education (Kessler et al., 2005) . University students who struggle with depression and anxiety majority of the time is caused by the academic stress of being a leading cause of their mental health. As a survey was conducted by campus counselors, many found an outstanding factor of parental pressure for high grades from their child causing many students stress, depression and anxiety which elevates expectations within the student (Watkins et al. 2001, p. 322). These high rates are due to the feeling of being badgered to achieve high grades and maintain their grades while balancing their social life.

The purpose of my project is to see how stress and eating habits can affect college student academic performance, to determine the correlation between stress and eating habits,how it influence or affect college student academic performance. 25 participants were selected from Spring 2015 Kean University,Participants age ranges from 18-25. The majority of the participants were female, 16 female, 7 male, 16 female, and 1 participants did not disclosed their gender. participants answered 20 question survey with questions on stress and eating habits such as, the eating habit when students are stressed, level of stress, and stress relief. My data was collected through a survey around Kean University campus, students from the caf, classes, and library . When the full sample was evaluated, there was no correlation between stress and eating habit ( correlation coefficient was 0.0). my result indicated students level of stress range from 1-5, 48% of student level were 4. 40% participants said finals, 25% participants said exams make them stressed. Participants in this sample control their stressed through music of 40.4%, and eating of 28.8%. Sleeping, exercise and eating right, can change or reduce students stress level. my studies concludes with a discussion of implications to avoid stress.

School-related stress has its roots in many different places. On a national scale, surveys and research have in fact confirmed that “school-related pressures were the primary source of stress for the majority of younger and older children” (qtd. in Blazer 2). Not long ago, kindergartens were places for children to play and learn basics, like the alphabet, but now all of it has changed to teaching kids about test taking, doing reading/writing exercises, and even homework (Blazer 4). In an article titled, “Success with Less Stress,” Jerusha Conner, an Assistant Professor of Education at Villanova University, and his partners conducted a study to find what students say about the causes of school stress. The research revealed that standardized tests, large assignments, and college admissions were very frequent answers. Exceeding competition has also caused stress among students because they feel the need to build the best résumé, and this leads to over-scheduled days (Redding). The modernization of the Collin’s theory states that, “the ‘overscheduling hypothesis’ embodies a more recent belief that it is the volume of activities that provides a boost in the application process and that students need

Although most people do not acknowledge that a student’s gender has an impact on academic pressure, gender is an important cause of stress, more in women. In the article “37 Causes of High School Stress” by the College Planning Group, they note many causes like grades, friends, bullying, clubs, and parents but fail to mention gender as a cause. However, gender is a significant cause of academic pressure. In the article “Academic Stress Among College Students: Comparison of American and International Students” by Ranjita Misra and Linda G. Castillo, assert that, “In general, irrespective of their American or international status, women perceived greater reactions to stressors than men.” Misra and Castillo note that women do end up having more

It was confirmed by Perceived Stress Scale in the questionnaire for every student. Therefore, the variables were appropriate for the hypothesis.

According to Galloway, Conner, and Pope (2013), “All of the schools in [the] study were college preparatory schools in advantaged, upper middle class communities and had elected to participate in the study as part of the larger research and intervention project” (495).

I toss and turn all night. All I am thinking about is the “if only I had not procrastinated”, but there is no use focusing on that now, it does not help. I think about all the assignments I have put off all semester because my anxiety of failing at something. It’s not like I hadn’t been to class and paid attention, but I worried I would not measure up to my own high standards, so I ignored them. I laid there dreaming that my professor would just disappear. Maybe he gets kidnapped by Somali pirates, or abducted by aliens, or maybe he shows up to class wearing a sombrero yelling “everyone gets an A and here’s some cake!” while throwing confetti. I can dream. I know when my alarm goes off I will be

Therefore creating the idea that the perfectionistic trait can also affect other parts of students’ lives, including pressures in university causing procrastination and low academic achievement. Students usually go through many stressful events during deadline times, therefore an individual with the perfectionistic trait would have an increase amount of stress due to self- and other pressures. ‘higher levels of maladaptive perfectionism are likely to experience higher levels of perceived stress’ (Schwenke 2012), implying that an individual who has a neurotic level of perfectionism is more likely to have a high score of perceived stress. These pressures have the ability to affect how an individual perceives their lives, forming an attitude to their personal quality of life.

This piece of research is based on young adults between the ages of 18-26 and was conducted to conclude whether traits of perfectionism and depression are linked. Those who took part had no previous diagnosis of depression. The Hospital Anxiety Depression scale and the Almost Perfect Scale-Revised was used and given to 378 male and female participants. The participants then filled out this question anonymously only including their age and gender. A Pearson’s product moment correlation was used to correlate our results to conclude whether perfectionism and depression had any relationship. The analysis and findings of the study reported that the mean scores of the questionnaires showed a strong link between the two variables therefore there is

The idea that perfectionism is a trait and also known as a characteristic of an individual, implicates that it derives from both biological and environmental. Undergraduate students tend to deal with many life stresses in university, which includes home life and student life. Most undergraduates have made a transition from college to university as well as leaving home, which can cause some insecurity but also some enthusiasm. For example, students who are more reliant on their parents are more likely to find home life stressful as well as combining it with university studies, because of the drastic transition of next stages and responsibility. This informs us that undergraduate students are more likely to have excess stressful events and also may find it hard to cope with university, Research also suggest that an individual’s personality is what would influence students coping strategies at university, ‘Adaptive perfectionistic traits are beneficial when coping with stressors’ (Schwenke 2012).

Furthermore, the pressure for students to score high grades academically results in the educators to lose focus on the appropriate educational practices. Therefore, the demands for high scores in tests causes stress among 12th grade students, violence among 8th graders, low attention among 3rd grade students, and a robbed childhood among 4-year olds.

Stress for students in China is immense for a multitude of reasons including academic stress for tests and daily work, upholding the family name, and expectations in school brought on by teachers and parents. Mostly students feel pressure to do well in school from parents. In China parents depend on students to perform well academically to uphold family honor or name, this is most prevalent in families that hold a higher title in society. On top of this Students can also face pressure from

Individuals will experience stress in accordance with their subjective appraisals of the stressor. University students often complain about the stress they experience and endure during their academic life. The purpose of the present study was to investigate the nature and intensity of the events which created stress, and levels of stress experienced by the male and female arts stream students in the University of Peradeniya. Participants were 162 (97 female and 65 male) undergraduate students in the Faculty of Arts. Levels of stress were measured by administering the Impact of Event Scale (IES), which measures subjective distress related to stressful life events. For the study Sinhalese version of the original IES developed by Mardi Horowitz (Horowitz, 1979), was used.