Published online 2015 July 30

Author: Dalia Bedewy & Adel Gabriel

Examining Perceptions of Academic Stress and Its Sources Among University

Students: The Perception of Academic Stress

Stress among undergraduate and graduate students is multifactorial, arising from both
academic and non-academic factors, including socio-cultural, environmental, and psychological
attributes (Brand and Schoonheim-Klein, 2009). Stress levels may escalate to significant
proportions in some students, to present with symptoms of anxiety especially during tests and
examination periods. In fact, previous research suggested a modest prevalence rate of 10 to
35 percent of college students experience functionally impairing levels of test anxiety (Chapell
et al., 2005; Naveh-Benjamin et al., 1997). However, not all students experience anxiety with
the same severity. In the Social Survey of the German Student Union, it was estimated that
approximately 15–20 percent of student’s functioning become impaired by exam nerves in a
“modest” to “high” degree (Neuderth et al., 2009). Also, it was demonstrated that the delay and
the drop-out in university students occur significantly more often in students with test anxiety
and is associated with psychiatric morbidity including suicidal behavior and high economic
costs (Schaefer et al., 2007). Also, it was demonstrated that 10 percent of dental students
suffered from severe emotional exhaustion, 17 percent complained about a severe lack of
accomplishment, and 28 percent reported severe depersonalization symptoms (Pohlmann et
al., 2005). Academic factors were the predominant cause of stress in most students, followed by
physical, social, and emotional. Majority of students with stress reported high scores of poor
self-esteem, and about half scored high on depression scales (Baste and Gadkari, 2014). Results
from the literature suggest that higher level of stress to be associated with poor academic
performance (Sohail, 2013).

Perceived stress was reported in some research, to vary among different sociodemographic
groups (Acharya, 2003; Pau et al., 2007; Polychronopoulou and Divaris, 2005). For example, it
was found that females, younger students, those without a previous higher education
qualification, and those not satisfied with their decision to study dentistry were significantly
more likely to report perceived stress levels when compared to their counterparts (Morse and
Dravo, 2007; Pau et al., 2007). However, in other studies, men showed more stress (62.9%)
than women. However, females perceived more stress in the interpersonal domain score more
significantly than males (Saxena et al., 2014; Tangade et al., 2011). In a recent study, it was
demonstrated that the most common sources of stress among medical students (n = 161) were
related to both academic and psychosocial pressures. These included high parental
expectations, frequency of examinations, vastness of the academic curriculum, sleeping
difficulties, worrying about the future, and about becoming a doctor. From reviewing the
literature, stress among dental and medical students in different cultures is well documented
and was associated with significant psychiatric morbidity in the literature (Al-Omari, 2005;
Naidu et al., 2002; Pohlmann et al., 2005; Rajab, 2001; Shah et al., 2010; Tuisuva and Morse,
2003). For example, it was demonstrated recently that more than half of the respondents were
affected by depression, and over two-thirds by anxiety and stress, and females consistently
reported higher score of stress as compared to their male counterparts (Iqbal et al., 2015;
Kumar et al., 2014).
Published online 2017 Oct-Dec
Author: J Pharm Bioallied

Academic Stress and Prevalence of Stress-Related Self-Medication among

Undergraduate Female Students of Health and Non-Health Cluster Colleges of a
Public Sector University in Dammam, Saudi Arabia

Stress is a psychological disorder and one of the most common causes behind
psychological problems in individuals belonging to all age groups. It is an innate response
of the body that may be either physical, mental, or emotional to an unforeseen event that
occurs in the life of the individual. The event that aggravates this innate response is
referred to as a stressor. World Health Organization estimates that stress will become one
of the major causes of death by the year 2020.
Stress is adaptive and manageable in acute conditions. However, experiencing chronic high
levels of stress can lead to significant problems. Academic life is one of the events in an
individual’s life that may have different stressors. Contemporary literature suggests that
university life is subjected to different stressors arising from academic pressure, social
problems, and personal issues. It demands a great deal of determination, dedication, and
commitment from the individual. It may also involve living away from the family which
brings social isolation and adds to personal vulnerability. The students may not be
prepared to incorporate this change and may experience academic stress.
Proper management of stress is important as its mismanagement may lead to untoward
outcomes regarding health, emotional well-being, and academic performance. Studies
conducted in the USA among undergraduate pharmacy students reported an increased
academic stress as students progressed to higher levels of pharmacy education. The study
also established an inverse relationship between stress and quality of life. Other studies
reported academic stress in Malaysia, Pakistan, and the UAE with similar findings.
Perceived stress can be determined using developed research instruments. One of the
commonly used research instruments is Perceived Stress Scale (PSS). It contains ten items
related to individual’s response to his/her recent social and personal events in life and
grades the response quantitatively in the form of a score which is interpreted as low,
moderate, and high perceived stress.
Evidence indicates that stress is quite prevalent in Saudi academia, particularly in female
students studying health-related courses. A study conducted in the same university
previously investigated stress among the males but did not include female students. To fill
this gap, we conducted this study in females to document self-perceived stress and observe
self-medication practice in this condition.
Published online 2016

Effect of Stress on Academic Performance of Students

Stress is most undermined syndrome in our society that is neglected since the element of
mental health associated with it. Internationally there is a meaningful work and research
conducted on the issue but there were no breakthrough research available domestically.
Mental health is actually the parameter for improved or enhanced performance in every
society. There is a Greek philosophy;

“Mens sana in corpore sano” Thales

Translation: “A sound mind in a sound body”

Having mentioned that, there was a need for identification of Stress and the key stressors that
are affecting the academic performance. We further refine the research by studying the effects
on Master students and make it a gender base study which will help us to differentiate between
the effects and innate intuition of managing with stress in male and female students.

For the very purpose, it was notorious that there broadly are two stressors that are external in
nature and have a solid impact on person’s abilities. These stressors include, Health Factors
and Social Factors. We are taking the Intellectual Abilities and Academic performance to be the
dependent variable whereas stress is regarded to be an independent variable. The type of
research is Quantitative whereas 100 is the number of participants and our sample size that is
to be included in the research. Research will be conducted and based on the Master students in
National University Lahore campus while the study will be carried out on gender bases and the
results will further be compared for understanding of any difference or similarity between the
effects of stress on different genders.

The researchers have been done by scholars on finding the factors which contributes on
student’s academic performance and achievements at different educational levels. A study
suggested that student’s educational performance and achievement relies heavily on social
status of parents and guardians of them (Graetz; 1995). Research done by Considine and
Zappala also found the similar results that social status and family’s income is positively
correlated with the student’s performance in academia (Considine and Zappala; 2002). Some of
the researchers found that previous academic performance is also a factor affecting current
academics of students. As found by a research, performance of students in higher education
level depends on the undergraduate level of studies (Minnesota; 2007). Also found in another
study, past educational performances of students is considered to be an important indicator in
finding the future achievements of them, as said that better the previous academic
performance; the better will be in the upcoming endeavors (Durden and Ellis; Staffolani and
Bratti; 2002).
Author: Ying Ming Lin, Shu Chuan Lin, Ming Yu Wang & Farn Shing Chen

The Effect of Academic Stress

Piekarska pointed out that the essential factors for the formation of stress are frequent and
strong. There is a related connection between the results of stress and psychological and
personality characteristics. Gaab et al considered that the interference of individual stress
management is affected by recognition and behavior and this is the reason for the relation
between stress and physiological factors. Shepard et al pointed out that stress produces
physiological illnesses, and considered that there is a connection between stress and illnesses.
If there is no substitute for adjusting methods, stress is increased. Robbins and Coulter
considered that stress itself is not necessarily bad. Even though stress is often discussed from
its negative point of view, when it can specially provide the benefits of its potential, then its
positive value definitely exists. O’Connor also considered that stress is a normal and common
experience of people. Good stress is beneficial to our body and health, and good stress-handling
methods can increase motivation and improvement.

Teachers often emphasize the acquisition of knowledge, so they often neglect the emotional
feeling of students during the teaching process, which can cause emotional stress and learning
problems for students. In addition, students may feel unfamiliar situations like nervousness,
worry, frustration, abasement, depression, etc. The instability of these emotions easily initiates
unusual behavior, which then affects the learning achievements and adjustment ability of
students if appropriate timely counseling is not given by the schools, teachers and parents, or if
they cannot obtain appropriate concern from their peers or siblings.

This research used relevant literature as the basis of identifying the causes of stress from
different angles, to assist teachers in understanding the related problems of stress faced by
students in modern-day universities.

Author: Qadir Bukhsha, Abid Shahzadb & Muzammil Nisac

A Study of Learning Stress and Stress Management

Stress is a part of day-to-day living. In our daily lives, we are often exposed to situations that
produce stress. The interpretation and reaction to events that make stress are different for
different people. For example, speaking in public can be stressful for some people and relaxing
for others. However if our stress level is too high, it can result in serious medical and social
problems. Any event or circumstance that strains or exceeds an individual ability to cope is
called stress (Lahey, 2004, P.500).

The term “stress” can be defined in many ways. Generally, A layperson may define stress in
terms of pressure, tension, unpleasant external forces or an emotional response (Ogden, 2004,
P.234). In fact, layman definition of stress and the range of stress are very confusing and very
multidimensional. Stress is an abnormality in behavior, psychology, emotional outburst,
restraint in performing day-to-day routine work or physiological changes in human being.

Stress is a complex concept. It can be routine stress at home, at school, and at work might be
fairly begun individually, but collectively they could create great strain. Different things cause
stress in different people. It is also a part of every student daily life. From the very start till the
university life, different styles of education and its diverse demands cause stress. A student’s
life is subjected to different kinds of stressors, such as the pressure of academics with an
obligation of success, uncertain future and difficulties envisaged for integration in to the
system. These students face, social, emotional and physical and family problems which may
affect their learning ability and academic performance (Fish & Nies, 1996; Chewgrahan, Rogers
& Yassin, 2003).
Blona (2005) claims that students experience stress since some are trying to cope with the demands
of adapting to a new living environment, new peers, academic pressure, and sexual concerns. Being
in college can also put financial stress on the students and their families. These situations can leave
them with trembling hands, tense muscles, migraine, headache, and multiple other symptoms of
stress performance or reduce the student to ineffectiveness. Based on the study of Mazo (2015)
entitled, “Causes, Effects of Stress, and the Coping Mechanism of the Bachelor of Science in
Information Technology Students in A Philippine University” this study sought to determine the
causes of stress, the effects of stress, and the stress coping mechanisms of Bachelor of Science in
Information Technology students in the Leyte Normal University, Tacloban City. Thesis writing,
research and school requirements/projects were the most common causes of stress. Sleepless
nights and irritable/moody feeling were the common effects of stress. There was disparity on the
causes and effects of stress between the male and female respondents. The use of computer and
praying to God were the common stress coping mechanisms. There was an observed disparity
between the male and female responses. Duque (2007) cited common effects of stress. These are
insomnia, headaches, backaches, constipation, diarrhea, high blood pressure, heart disease,
depression and alcohol, tobacco or drug use. He suggested doing the following: After seeing the
doctor, share your treatment plan with people close to you. Talk with friends and relatives and
explain what you are going through; If your doctor prescribed medication take it exactly the way it
is prescribed. Do not stop taking your medication until you doctor tells you to stop doing so; Keep
all follow-up appointments with your doctor; Remember that it may take some time to start feeling
better; If you experience side effects from any medication, tell your doctor; and seek professional
counseling. If your methods of coping stress are not contributing to your greater emotional and
physical health, it is time to find healthier ones. There are many healthy ways to manage and cope
with stress, but they all require change. You can either change the situation or change your
reaction. When deciding which option to choose, it is helpful to think of the four A’s: avoid, alter,
adapt, or accept. Since everyone has unique response to stress, there is no “one size fits all”
solution to managing it. No single method works for everyone or in every situation, so experiment
with different techniques and strategies. Focus on what makes you feel calm and in control. Based
on the study entitled “Stressors and Stress Responses of Filipino College students” Dy et. al. (2015),
the study determined the stressors and stress responses of Filipino college students in relation to
sex, course and academic classification. There were 258 respondents for the study. Of the
respondents, 68% were females and 32% were males. According to their degree, 42% belonged to
the soft sciences and 58% to the hard sciences. In terms of academic classification, 10% were
freshmen, 36% sophomores, 33% juniors and 21% seniors. The top five overall stressors of the
respondents were academic difficulty of subject matter, workload due to subjects, time
management because of subjects, responsibilities due to being on one's own, and time
management because of both subjects and the most frequently occurring stress responses were
affective stress responses followed by cognitive responses. For both male and female respondents,
the top stressors were academics, workload due to subjects and time management concerns.
Overall, the males reacted to stress through affective responses and females through cognitive
responses. Students enrolled in the hard and soft sciences both considered academics, workload
due to subjects and time management concerns as their top stressors. Those in the soft sciences
reacted with cognitive stress responses while those in the hard sciences reacted with affective
stress responses. Generally, all students, regardless of their academic classification pointed out that
academics, workload due to subjects, and time management were their main stressors.
Stress and Learning

There are a number of factors that result in school failure. The biggest one is
stress—not physical but emotional. All parents as well as educators should know
how stress affects the brain and retards learning. Most of you have heard of the
term “PTSD,” or post-traumatic stress disorder. This condition was first described in
American soldiers who fought in Vietnam. When looking at the brain of those
soldiers who died from other causes but had a history of PTSD, researchers found
that the part of the brain called the hippocampus, the memory center, had evidence
of cell damage. But those soldiers who died without a history of PTSD had a normal
hippocampus. When monkeys are chronically stressed and their brain is put under
the electronic microscope, they showed similar findings in the memory brain cells.
This is a result of the stress hormone called glucocorticoids, which goes up and stays
elevated during prolonged stress. With reduced functioning memory cells, it is easy
to understand why learning is compromised. Students suffering from chronic stress
don’t do well in math, don’t process language efficiently, have poor memory, and
cannot easily adapt old information to new problems. In any performance testing,
stressed students or workers generally perform poorly. In one study, adults with high
stress levels performed 50 percent lower than those with low stress in life.
Unfortunately, the effects of stress are not limited to learning and are also the
harbinger of depression. Prolonged stress, especially when severe, can push students
to depression and even to suicide. In a recent flight to Manila, I read a newspaper
article saying that the suicide rate among students in a certain region in South Korea
was the highest in the world because the competition for admission to the best
university was highly valued. In that area during the time of examinations, the
environment should be as quiet as possible to the extent that even airplanes are not
allowed to land or take off.
Stress Levels and Coping Strategies

Teachers have been a central force in the facilitation of learning, playing a vital role in
education and care of students, who are to become the leaders in the future. While teaching
has been found to be one of the most important jobs of a country, it is also one of the most
stressful jobs compared to other occupations (Adams 2001). It is therefore important to
attend to teachers’ welfare. This is because teachers do not only teach content, Presented at
the DLSU Research Congress 2017 De La Salle University, Manila, Philippines June 20 to 22,
2017 they also motivate and encourage students, trying to be up-to-date, and expected to
be accountable, to come to class prepared, to be skilled in assessment, and to positively
interact with students, parents, coteachers and administrators, all in their quest to facilitate
learning. Many things in the life of a teacher are challenging. How well he handles
challenges can enrich one’s life, since it is stimulating and renewing, but on the other hand,
when a person faces challenges poorly, this response precipitates to a state of stress that is
potentially dangerous to his performance and wellness. Some teachers feel ‘used up’ at the
end of a working day, emotionally drained, sick, burned-out, over worked and underpaid.
And others can feel alienated from their school, from their co-teachers or from
administration (Abaci, 1995). Too much stress among teachers might lead to poor physical,
mental and emotional state of teachers and possibly affect teacher performance, teacher-
student relationship and/or consequently, student performance as well. It is therefore
necessary to quantify stress and identify potential areas of concern, so there can be
necessary environment or personal changes to improve stressful situations. In cases where
it is not possible change the stressful situation, persons should learn stress management
techniques to reduce or eliminate the harmful effects of prolonged exposure to stress. This
study aimed to identify the stressors that affect teachers in Metro Manila, the physical
ailments they experience that could be symptomatic of stress, and their coping behaviors.
Such compilation of stressor and coping strategies could help teachers and would-be
teachers to brace up for factors that could cause stress in their workplace, and could give
administrators ideas as to what to focus on so as to lessen stress of teachers in schools and
on how to help teachers manage stress. Stress is defined as a constraining force or a state of
both mental and emotional tension that a result of reacting to difficult unpleasant,
demanding circumstances or exterior pressures or factors. Stress. (n.d.). In Merriam-
Webster’s online dictionary (11th ed.). Retrieved April 21, 2017 from http://www.m-
w.com/dictionary/stress. It is an excessive physical and/or mental demand on the
capabilities of one’s mind and body (Joseph, R. 2000). Physical or mental stress can be
positive or it can also be negative and harmful.
Stress, Coping Strategies, and Academic Performance
Students’ academic performance plays an important role in producing the best quality
graduates who will become great leaders and manpower for the country and be responsible for
the country’s economic and social development. Even the social and economic development of
the country is directly linked with student academic performance. Being a student is a
challenge to perform at full potential to be able to have the best grades. College transcript of
records that reflects academic performance is most valued when applying for a job. Therefore,
having good academic standing is essential for satisfying the employer. Academic performance
is dependent on multiple factors whether internal, such as class schedules, learning facilities,
complexity of subjects, technology used, and systems or external factors like extracurricular
activities, family problems, financial problems, social problems, and other factors. According to
Mushtaq and Khan (2012), students’ performance depends on many factors such as learning
facilities, gender , age differences, etc. that can affect student performance. In comparison, in
the study of Kibuuka (2011) in the Adventist University of the Philippines, stress levels of
students and each of the dentistry students are different. The previous study showed that those
who are in the higher level of learning experienced bigger amount of stress and poorer
academic performance as shown in their GPA. In the survey of college students, one greatest
obstacle to college students’ academic performance was academic stress which had resulted in
an incomplete grade, a dropped course, or a lower grade. Stress can be the ultimate career
stopper. Some of the signs of stress, according to Gumarao and Fabella (2011), are as follows:
physical stress whose signs include muscle tension, myalgias, neck pain, cold/sweaty hands,
facial tics, fatigue, tension headaches, indigestion, high blood pressure, ulcers, heart
palpitations, back or joint pain; emotional stress manifested by anxiety, fear, irritability,
hopelessness, helplessness, impatience, depression, nervousness, and guilt; and behavioral
stress whose signs are change in appetite, sleep disturbance, forgetfulness, angry outbursts,
aggression, decline in productivity, social withdrawal, change in sexual interest, increased use
of caffeine, tobacco, alcohol, or drugs, indecisiveness and loss of concentration. Students
describe stress as a phenomenon accepted as a norm among dentistry students, seen as an
indicator of hard work and efficiency (Zajacova, Lynch, & Espenshade, 2005). The students’
stress levels are described as increasing as student’s progress through their degree, according
to Zajacoya et al. (2005). The same authors identified six categories of potential stressors of
dental students: academic performance, faculty relations, patient and clinic responsibilities,
personal life issues, professional identity, and financial obligations. They also said that high
levels of stress and burnout have been documented among dental and medical students and
stress has generally been found to have a negative influence on their academic performance.
According to Laguador, Ramirez, and Pagcaliwagan (2013) headache, excess perspiration, and
fatigue were the most common symptoms of stress experienced by students in terms of
physical stress while negative thinking, tension, and feeling of failure are the most commonly
encountered in terms of behavioral stress. As academic activities become tougher, the higher
stress levels become and different coping mechanisms are applied. When academic pressure
becomes too much to handle beyond the ability of the person, the journey towards academic
success becomes complicated resulting to anxiety and depression, which may lead to the
lowering of student’s GPA. Management of stress levels by achieving emotional state of
equilibrium and right way of coping with stress becomes important as students aspire to
become professional dentists in the near future.
Perceived Stress Factors and Academic Performance of IT Students

Stress is a word that is regularly used today but has become progressively more difficult to
describe. Stress usually describes a negative idea that can have an effect on one’s mental and
physical well-being. Evidently, stress can have an effect on student’s academic performance.
Different types of stressors such as time management, financial problems, health problems,
personal problems, assignments, etc. create pressure to the academic performance of the
students. In the educative process, students experience stress due to several reasons like
examinations, subject requirements and projects, competitive nature within their chosen field,
financial worries about school and future job prospects. These justify that stress really a
common element in the lives of every individual regardless of race or cultural background.
Likewise, college life has become a lot more competitive-- it’s much harder to get into schools,
it is more expensive and it is a new and exciting time, but it can be overwhelming. Among all
new experiences, and learning and growing opportunities available in college environment,
many may lead to unhealthy levels of stress which hinder students’ abilities to socialize and to
achieve their academic goals. These ideas suggest possibility of damaging the impact of
unmanaged stress on the academic well-being of college students. Researchers have been
trying to identify the correlation of many stress factors that were experienced by college
students and the effect on their GPA. Thus, it was found out that there are varied stress factors
that can lower the academic performance of the students. These are fraternity & sorority
activities, job responsibilities and having a boyfriend or girlfriend. While academic-related
issues certainly contribute, a significant number of non-academic-related factors also
contribute heavily to the stress levels of students. In fact, there are also issues with the way in
which academics view student workload. High workloads are common expectation of
academics; with this comes the fear that students will rate an instructor lower on teaching
evaluations as a result. Study also shows that the quality of instructional techniques can be
more important than the level of workload in determining student satisfaction; however the
challenge of balancing student workload and satisfaction Perceived Stress Factors and
Academic Performance of the Sophomore IT Students of QSU Cabarroguis Campus Lauro S.
Aspiras, and Emma D. Aspiras International Conference on Economics, Education and
Humanities Bali (Indonesia). Further, a study on sources and levels of stress reveals that there
are significant positive correlation between locus of control and academic stress, suggesting
that students with external beliefs are more stressed than those with internal. It was also found
out that students of high esteem are less stressed than those with low. Additionally, the main
problems affecting student academic performance include inadequate background, working
long hours, lack of time to study and seek advice, lack of time management skills, bad study
habits and skills, and lack of self-confidence. Many students are also faced with various
impediments in their pursuit of higher education and career objectives, including financial
problems, family responsibilities, and social and extracurricular activities. Some of these
activities do not only take away from the time needed for sleeping, attending class and
studying, but they also cause considerable stress resulting in negative effects on academic
performance as measured in terms of GPA [8]. It is on the foregoing that the researcher delved
on the study of assessing the perceived stress factors and the academic performance of the
Information Technology students at Quirino state University , Cabarroguis Campus. Finally, it
was found out that stress factors and academic performance of the sophomore IT students in
the province of Quirino has not yet been surveyed and thus the study was conducted.