Nursing Students’ Academic Stress, Self-esteem and the Relationship Between Subjective Happiness

Background Stress and self-esteem are common issues that everyone has to cope with at some time in their lives and they could also affect other things going on in a persons’ life. Academic stress is psychological condition often experienced by college students as, to some extent, being multidimensional variables. Among others are self-esteem and psychological well-being which are considered to have influences in explaining why college students experience stress.Objective The objective of this study was to assess the self-esteem level and academic stress among the nursing students.Method This is a cross-sectional study carried out in 2012. Total respondents were 190 nursing students selected randomly from Kathmandu University. Academic stress was assed using 30-item Scale for Assessing Academic Stress (SAAS) and Self esteem was assessed using 10 item Rosenberg’s Self-Esteem Scale. Information was collected through the self-administered questionnaire. The collected data was analyzed using SPSS version 16 software. Simple statistics measurement, percentage, means, correlation was used for the data analysis.Result This study shows mean age of the respondent’s was 20.44±2.67 years. Majority (88%) of students getting financial support of less than NRs 6000 per month and 64% have low perceived family support. This study found mean score of self esteem and academic stress was 11.9 and 18.4 respectively. Further nearly 78% students have low self esteem and 74% have high academic stress. Significant variable for high academic stress and low self esteem were lower the age, lower the education and low perceived family support. Lower financial support has also high academic stress.Conclusion Nursing students have low self esteem and high academic stress. Intervention to lower the academic stress and increase the self esteem should be carried out so that the learning of students will be efficient.

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Humor Styles, Self-Esteem, and Subjective Happiness

Psychological Reports ◽

10.2466/07.02.pr0.115c18z6 ◽

2014 ◽

Vol 115 (2) ◽

pp. 517-525 ◽

Cited By ~ 21

Author(s):

Xiao Dong Yue ◽

Katy Wing-Yin Liu ◽

Feng Jiang ◽

Neelam Arjan Hiranandani

Keyword(s):

Hong Kong ◽

Undergraduate Students ◽

Self Esteem ◽

Subjective Happiness ◽

Humor Styles ◽

Mediation Effects ◽

Future Studies ◽

Subjective Happiness Scale ◽

Aggressive Humor ◽

The Relationship

This study examined how humor styles could mediate the effect of self-esteem on subjective happiness. 227 Hong Kong undergraduate students completed the Humor Styles Questionnaire, the Roxsenberg Self-esteem Scale, and the Subjective Happiness Scale. Results showed adaptive humor styles (affiliative humor and self-enhancing humor) significantly predicted self-esteem and subjective happiness and mediated the relationship between self-esteem and subjective happiness. Maladaptive humor styles (aggressive humor and self-defeating humor) did not strongly predict self-esteem or subjective happiness. The mediation effects of humor styles found in the present research provided useful suggestions for future studies.

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Academic and general well-being: The relationship with coping

Journal of Psychologists and Counsellors in Schools ◽

10.1017/s1037291100002971 ◽

1999 ◽

Vol 9 (S1) ◽

pp. 19-36 ◽

Cited By ~ 22

Author(s):

Erica Frydenberg ◽

Ramon Lewis

Keyword(s):

Coping Strategies ◽

Well Being ◽

Self Esteem ◽

Academic Stress ◽

Ways Of Coping ◽

Coping Responses ◽

Coping Scale ◽

Teacher Reports ◽

The Relationship ◽

Health And Well Being

There is an increasing concern with the general health and well-being of youth in educational settings. This paper reviews eleven studies which focus on the relationship between adolescents' coping strategies and various aspects of their general and academic well-being. In each of these studies the measure used to assess students' coping responses was the Adolescent Coping Scale (Frydenberg & Lewis, 1993). In one study it was generally found that when it came to young people's depression the use of non-productive coping was a predictor over and above teacher reports of students' well-being. In several other studies it was found that more reported problems, low self-esteem and high perceived academic stress were associated with the use of non productive coping strategies. In a study of gifted young people it was found that those with rigid beliefs about themselves were also likely to use non-productive coping strategies. In the adult community, young women with anorexia nervosa resorted to non productive ways of coping as did university students who were experiencing academic stress. There appears to be general support for the notion that if successful coping is to be increased, it may be helpful to teach ways in which the use of non-productive strategies can be decreased.

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