An Academic Stress Scale: Identification and Rated Importance of Academic Stressors

1986 ◽  
Vol 59 (2) ◽  
pp. 415-426 ◽  
Author(s):  
James P. Kohn ◽  
Gregory H. Frazer
Keyword(s):  
College Students ◽  
Relative Magnitude ◽  
Academic Stress ◽  
Educational Facilities ◽  
Stress Scale ◽  
Term Papers ◽  
Religion And Ethnicity ◽  
Mean Differences ◽  
Demographic Subgroups ◽  
Educational Methodology

The purpose of this study was to identify events which elicit academic stress, determine the relative magnitude of each item, and develop an academic stress scale for college students. A convenient sample of 202 college students was used to generate the 35 stressors while one of 498 students was utilized to assess the stressfulness of each item on a scale of 1 to 1000. The data indicated that final grades, excessive homework, term papers, examinations, and studying for examinations were the most significant stressors encountered by the students. Although ratings appeared to be similar for all demographic subgroups, pooled variance t tests indicated 13 significant mean differences within the composite instrument. Religion and ethnicity were the areas of greatest difference, with Buddhists and Arabs differing from all other religions and races, respectively. Reliability for the composite instrument, as measured by Cronbach's alpha, was .92 and .86 via the split-half method. Results can be used to enhance students' educational experience, tailor counselling programs, and modify the educational facilities and structures. The data reestablish the need for proper educational methodology.

scholarly journals Impact of State-Trait Anxiety and Academic Stress on Social Adjustment among Flood Affected College Students

2017 ◽  
Vol 5 (1) ◽  
Author(s):  
Asma Nazir
Keyword(s):  
College Students ◽  
Trait Anxiety ◽  
Social Adjustment ◽  
Negative Correlation ◽  
Significant Relationship ◽  
Significant Positive Correlation ◽  
Significant Negative Correlation ◽  
Academic Stress ◽  
Stress Scale ◽  
Anxiety Test

The purpose of the study was to find out the significant relationship between state-trait anxiety, academic stress and social adjustment among the flood affected college students of Kashmir. The study was conducted on a sample of 400 flood affected college students of third year from district Srinagar and district Anantnag of Jammu & Kashmir. The tools used in the study were Sanjay Vohra State-trait Anxiety Test, Dr. Poorva Jain & Neelam Dikshit Academic Stress Scale and Dr. R. C. Deva Social Adjustment Inventory. The data was analyzed by applying co-efficient of correlation. The analysis of the data revealed that a significant positive correlation is found between state-trait anxiety and academic stress among the flood affected college students. It has also been found that there is a negative correlation between academic stress and social adjustment among the students affected by floods. Furthermore, a significant negative correlation is found between state-trait anxiety and social adjustment among the students of the above said areas.

IMPACT OF ACADEMIC STRESS AND EMOTIONAL MATURITY ON MENTAL HEALTH AMONG NURSING COLLEGE STUDENTS

2021 ◽  
pp. 39-40
Author(s):  
T. Swarnalatha ◽  
V. Janardhanam
Keyword(s):  
Mental Health ◽  
College Students ◽  
Andhra Pradesh ◽  
Academic Stress ◽  
Emotional Maturity ◽  
Stress Scale ◽  
Nursing College ◽  
The Impact ◽  
Made In

An attempt was made in the present investigation to study the impact of academic stress and emotional maturity on mental health among nursing college students. Sample of the present study consists of 120 nursing college students in East Godavari District of Andhra Pradesh State. Students Academic stress scale developed by Kumar Reddy (1999), emotional maturity scale developed by Yashvir Singh and Mahesh Bhargava (1990) and mental health inventory developed by Jagadish and Srivastava (1983) were administered. The ndings of the study revealed that academic stress and emotional maturity have signicant inuence on mental health.

scholarly journals Impact of Emotional Intelligence, Nature of Course and Gender on Academic Stress among College Students

2016 ◽  
Vol 3 (4) ◽  
Author(s):  
Dr. K. Subramanyam
Keyword(s):  
College Students ◽  
Emotional Intelligence ◽  
Andhra Pradesh ◽  
Academic Stress ◽  
Intelligence Scale ◽  
Male And Female ◽  
Stress Scale ◽  
And Gender ◽  
The Impact ◽  
High Emotional Intelligence

The aim of the present investigation is to assess the impact of emotional intelligence, nature of course and gender on academic stress among college students.  Sample of the present study consists of 560 professional and non-professional college students, both male and female in Rayalaseema region of Andhra Pradesh State. To measure “Students Academic Stress Scale” was developed and standardized by Kumar Reddy (1999) and  “Emotional Intelligence Scale” developed by Nutankumar Thingujam and Usha Ram (1999) were administered to the subjects.  Results revealed that Academic stress is low among college students with high emotional intelligence. Non-professional course students experience little stress compared to professional course students. Gender has no significant influence on the academic stress among college students.

Perceptions of Academic Stress Scale

2015 ◽  
Author(s):  
Dalia Bedewy ◽  
Adel Gabriel
Keyword(s):  
Academic Stress ◽  
Stress Scale

Factors Influencing Academic Stress on Students of University of Economics and Business - Vietnam National University

2020 ◽  
Vol 36 (3) ◽  
Author(s):  
Nham Phong Tuan ◽  
Nguyen Ngoc Quy ◽  
Nguyen Thi Thanh Huyen ◽  
Hong Tra My ◽  
Tran Nhu Phu
Keyword(s):  
Academic Stress ◽  
Stress Factors ◽  
Negative Effects ◽  
Cross Sectional ◽  
Stress Scale ◽  
Perceptions And Attitudes ◽  
National University ◽  
Questionnaire Surveys ◽  
The University ◽  
The Impact

The objective of this study is to investigate the impact of seven factors causing academic stress on students of University of Economics and Business - Vietnam National University: Lack of leisure time, Academic performance, Fear of failure, Academic overload, Finances, Competition between students, Relationships with university faculty. Based on the results of a practical survey of 185 students who are attending any courses at the University of Economics and Business - Vietnam National University, the study assesses the impact of stress factors on students. The thesis focuses on clarifying the concept of "stress" and the stress level of students, while pointing out its negative effects on students. This study includes two cross-sectional questionnaire surveys. The first survey uses a set of 16 questions to assess students’ perceptions and attitudes based on an instrument to measure academic stress - Educational Stress Scale for Adolescents (ESSA). The second survey aims to test internal consistency, the robustness of the previously established 7-factor structure. Henceforth, the model was brought back and used qualitatively, combined with Cronbach’s Alpha measurement test and EFA discovery factor analysis. This study was conducted from October 2019 to December 2019. From these practical analyzes, several proposals were made for the society, the school and the students themselves.

scholarly journals Personality of ‘Only Children’ and ‘Children with a Sibling’

2017 ◽  
Vol 4 (2) ◽  
Author(s):  
Jaya Eknath Badi
Keyword(s):  
College Students ◽  
Family Structure ◽  
Ocean Model ◽  
T Test ◽  
Joint Family ◽  
Nuclear Families ◽  
Only Children ◽  
Five Factors ◽  
The Mean ◽  
Mean Differences

Nowadays in India, a social and family structure is changing rapidly. Society is shifting from its traditional joint family structure to nuclear families. In last few years, it is observed that couples prefer to keep their family smaller and many of them even prefer to have only one child. The current study tries to explore the effect of being single or having a sibling on the personality of children. Following the OCEAN model of personality, NEO-FFI was administered on 200 college students. 50 girls and 50 boys without a sibling and 50 girls and 50 boys with one sibling were selected from senior colleges in Pune city. By using ‘t’ test the mean differences were statistically computed. Results showed that there are no significant differences between only children and children with a sibling on all five factors of personality (Openness, Conscientiousness, Extraversion, Agreeableness, and Neuroticism).

scholarly journals A Study of Stress Reduction Through PMR and Talk therapy Among College Students

2020 ◽  
pp. 314-320
Author(s):  
Nikhil Chaudhary ◽  
Dr. Tarun Kumar Sharma
Keyword(s):  
College Students ◽  
Stress Reduction ◽  
High Reliability ◽  
Control Group ◽  
Stressful Situation ◽  
Intervention Programme ◽  
Stress Scale ◽  
Talk Therapy ◽  
Significant Difference ◽  
Experimental Group

Stress refers to the situation of excess or deficit of one’s resources in certain circumstances. The state of stress is very much common among students, especially college going students who had to deal with numerous stressors in their daily lives. To conquer such stressful situation, counseling and its related intervention programme plays a vital role. Counseling refers to a systematic and professional relationship between a professional (Counselor or Psychologist) and a sufferer (Client) in which several techniques are collectively applied to resolve client’s stressful issues. The aim of this research is to study the level of stress reduction with the help of PMR and Talk therapy among college students. A standardized stress scale namely ‘Perceived Stress Scale’ develop by Sheldon Cohen which is possessing high reliability and validity was conducted on 60 college students. Out of them, 30 students were in control and 30 were in experimental group. Furthermore, it was found that students belonging to experimental group were given a proper counseling programme of 5 sessions including PMR and Talk therapy and this result in significant difference at 0.01 level and ultimately leads to reduced stress level as compared to control group. It was found that there is a there is a positive relationship between PMR & Talk therapy and stress reduction of college students.

scholarly journals Illuminating Differences in The Psychological Predictors of Academic Performance for First- And Continuing-Generation Students

2021 ◽  
Vol 3 (2) ◽  
Keyword(s):  
College Students ◽  
Academic Performance ◽  
Goal Orientation ◽  
Self Efficacy ◽  
Psychological Factors ◽  
First Generation ◽  
Academic Stress ◽  
First Generation Students ◽  
Factors Associated ◽  
Academic Self Efficacy

First-generation college students experience a disproportionate rate of challenges on college campuses, reflected by lower academic performance. Research has identified academic self-efficacy, optimism, goal orientation, and academic stress all as psychological factors associated with academic performance. However, this research rarely distinguishes between first- and continuing-generation students, and there may be unique effects for each group. We investigated whether the previously identified psychological factors associated with academic performance hold the same relationships for firstand continuing-generation college students. A sample of 143 undergraduate students self-reported levels of academic self-efficacy, optimism, goal orientation, and academic stress. Academic performance was measured using their midterm exam grade. There were differences found in the mean levels of psychological factors and their associations with academic performance for first- and continuing-generation students. Overall, the psychological factors explained a very small portion of the variance in academic performance among first-generation students (13.4%) with none of the psychological factors holding an independent association with academic performance. Conversely, psychological factors explained considerably more of the variance in academic performance for continuing-generation students (60.5%), with domains of goal orientation and academic stress being independently associated with academic performance. Our findings suggest that new pathways to improving first-generation students’ academic performance should be identified, and that

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