[pic][pic] STRESS AND ACADEMIC PERFORMANCE: A STUDY AMONG PRE- SCIENCE STUDENTS IN UiTM NEGERI SEMBILAN Rafidah Kamarudin1, Azizah Aris2 and Nor aini Ibrahim3 1Academy of Language Studies, Universiti Teknologi MARA Negeri Sembilan 2Faculty of Information Technology and Quantitative Science, Universiti Teknologi MARA Johor 3Faculty of Information Technology and Quantitative Science, Universiti Teknologi MARA, Shah Alam, MALAYSIA ABSTRACT The present study is carried out to find out if there is any significant difference in the level of perceived stress among the students at the beginning, middle and end of the semester. We would also like to find out whether there is a correlation between the students’ level of perceived …show more content…
This is further supported by Ratana Saipanish (2003) who conducted a study on 686 medical students in the Faculty of Medicine; Ramathibodi Hospital, Thailand and finding has also shown that academic problems were found to be a major cause of stress among all students. The results indicated that the most prevalent source of academic stress was test/exam. Obviously, test or exam anxiety is one of the main causes to academic stress and most university students seem to be more emotionally vulnerable due to examinations. Increased anxiety from tests has a debilitating effect on students’ performance. When information generated by worrying about the test reduces the capacity available for performing the task, the result is that performance breaks down and the result becomes self-confirming (Fisher, 1994). Academic stress pervades the life of students, and tends to impact adversely their mental and physical health, and their ability to perform schoolwork effectively (Clark & Rieker, 1986; Felsten & Wilcox, 1992). Stress associated with academic activities has been linked to various negative outcomes such as poor health (Greenberger, 1981; Lesko & Summerfield, 1989), depression (Aldwin &Greenberger, 1987), and poor academic performance (Clark & Rieker, 1986; Linn & Zeppa, 1984). For example, Lesko and Summerfield (1989) found a significant positive correlation between the incidence of illness and the number of exams and
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
To address this phenomenon, researchers have proposed different theories of test anxiety to account for the effects of test anxiety on the deficits of academic performance. According to scholars such as Schmidt and Riniolo (1999), the cognitive aspects of test anxiety - worry and task-relevant thinking - are also present in social anxiety. Therefore, students who experience test anxiety may also suffer from other types of psychological and cognitive problems such as self-esteem, cognitive development, social skills and memory. Essentially, the students who suffer from test anxiety are individuals who are unable to cope with any types of stress. Considering the stressful nature of
It is important to know how to manage stress in academic life as it is learning about how to balance work and academic life. It is also important for students after graduating and creates self-awareness such as weakness in them.
Test anxiety is a fairly common phenomenon in educational culture today. Research has been completed on different facets of anxiety from developing learned behavior through primary education structure to an increase in somaticized symptoms in the college setting. Many research articles discussed quantitative results and few I found truly focused on the qualitative thoughts and emotions of the students effected the most. My proposal aims to investigate the thoughts, emotions, and future behaviors of those suffering from the anxiety that plagues college students daily, especially during finals and other high-stakes testing.
Students in higher or older grades are prone to having a much higher stress level than students and learners of a lower grade. Students are stressed because of the hard study work that they need to prepare themselves for before writing their exams. They also worry about getting their work done in time and having deadlines for projects and speeches. Many students feel as though they are unprepared or feel like they have not worked and studied hard
Test anxiety is a very common trait that occurs in many people. You have spent weeks studying for the examination, covered every single topic and read every single material having to deal with the upcoming exam. You walk into the classroom, sit down, and retrieve all your materials that you need. The instructor hands out your exam and gives everyone the confirmation to begin. You open up the exam and start reading the first question, hoping to be familiar with the subject. As you read question after question, you realize that you can't recall the answers to anything that you have just read. According to Salend (2011), this is the time that "you start to panic, your chest gets tight, you get sweaty, you start feeling overwhelmed" (p. 58). Many students suffer from this type of anxiety when it comes to taking examinations that can hinder their performance and well being. Proper studying and adequate preparation can help students overcome test anxiety and help improve their performance. Employing
In a survey done by the American Psychological Association, they found that 30 percent of teens were dealing with feelings of sadness or depression due to stress, while 31 percent felt overwhelmed. This is not new information. With standardized testing designed to make-or-break a student, homework, preparing for college, sports, extracurriculars, and spending time with family and friends, it is no wonder an average student’s anxiety is high- even higher than adults. Standardized testing, huge onslaughts of homework, and the pressure of getting into prestigious universities are all factors that induce stress, anxiety, and even depression.
(2) Students will get stress, because this is normal norm so most importantly don’t stress about being stressed: this may seem irrelevant or foolish but when your stress, its feel like you’re on edge and the best way to deal with this is not to stress over the problem but accept it and try to alleviate the problem.
Student stress may be seen as part of daily but the percentage of students feeling is high continuing to climb. A poll conducted mtvU/Associated press (2009) showed 85% of students experienced daily stress, a 5% increase from the year before. The mtvU/Associated press (2009) survey revealed the leading stress factors were school work (77%) and grades (74%). Along with this, 69% of the students
This study compared academic stressors and reactions to stressors between American and international students using Gadzella’s Life Stress Inventory (B. M. Gadzella, 1991). Five categories of academic stressors (i.e., frustrations, conflicts, pressures, changes, and self-imposed) and four categories describing reactions to these stressors (i.e., physiological, emotional, behavioral, and cognitive) were examined. The sample consisted of 392 international and American students from 2 Midwestern universities. American students reported higher self-imposed stressors and greater behavioral
That feeling of walking back from an exam or staying up all night cramming information is well known to any student who has been through college. It leaves one feeling overwhelmed like the week will never end. The feelings are held inside while friends and roommates accuse moodiness which leads to the meltdown that is inevitable. These times are a result of a common state known as stress. Stress is a condition in which the body responds to any kind of demand or threat caused by life factors which include pressure, work, school, major changes, and lack of sleep. This factor is very common in colleges, especially freshmen and can also be seen here at Trine University. Stress can affect both physical and mental conditions in the body, such as sleep patterns, eating habits, anxiety,
Stress is evident in all our lives. It is correlated to various issues, like anxiety, depression, and back pain and neck issues. According to stress.com, eight out of 10 college students have experienced stress in the past three months. The period that college students are going through is called emerging adulthood. Emerging adulthood is the period during ages 18-25 years where students are growing up and learning the struggles of being an adult. Stress is in all aspects of our lives. In the cognitive domain, students with time management skills can decrease the amount of stress in their lives. In the emotional domain, depression and anxiety are related to life stresses, such as financial difficulties and losing family members or friends. In the social domain, workplace relationships influence the amount of stress a person can have as well as their mental well-being. In the physical domain, back and neck pain issues are related to stresses in college. Stress affects college students’ wellbeing in all aspects of their lives.
Thesis: Today I will discuss about sources and effects of student stress and efficient ways to manage this emotional and physical strain.
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
Which collects the health statistics of students from universities all around the world every second year, reported that 40.2 percent of Santa Clara University students identified that stress affected their individual academic performance during the last 12 months of their studies (Temple,2011). Temple (2011) reported a survey conducted in 2004 that assessed the overall well-being of 47,202 undergraduates nationwide. The findings were that 32.4 percent of students recognized stress as the main obstacle to their academic performance. This was said to be above the common cold, depression, death of a relative, sexual assault and eating disorders. Stress is “once considered as the nation’s number one health epidemic; prolonged stress can lead to ulcers, heart disease, stroke, major depression and to a shorter life span” (Temple, 2011).