Predictors of Academic Stress Among College Students

Karaman, Mehmet Akif; Lerma, Eunice; Vela, Javier Cavazos; Watson, Joshua C.

doi:10.1002/jocc.12113

Cited by 113 publications

(100 citation statements)

References 36 publications

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“…These results allow us to analyze academic stress from an interactive approach, taking into consideration the combination of stress factors pertaining to the student and to the teaching process, whether they are factors of protection or of vulnerability to symptoms of academic stress. This is a step forward from analyzing these aspects independently, as has been done traditionally ( Karaman et al, 2017 ). The five-level heuristic presented here allows for precise analysis and prediction at each level, from the most protective levels to the levels of most vulnerability.…”

Section: Discussionmentioning

confidence: 99%

“…Academic stress in particular is considered to be the process whereby students view themselves as overwhelmed by academic tasks, hard-pressed to meet academic demands and the requirements for adequate achievement ( Frenzel et al, 2016 , 2018 ; Karaman et al, 2017 ). Some researchers have already highlighted a relationship between general stress and academic stress in activities such as test taking, homework, and class participation ( Goetz et al, 2014 ; Gentsch et al, 2018 ; Pozos-Radillo et al, 2014 ).…”

Section: Introductionmentioning

confidence: 99%

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Effects of Self-Regulation vs. External Regulation on the Factors and Symptoms of Academic Stress in Undergraduate Students

et al. 2020

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The SRL vs. ERL theory has shown that the combination of levels of student self-regulation and regulation from the teaching context produces linear effects on achievement emotions and coping strategies. However, a similar effect on stress factors and symptoms of university students has not yet been demonstrated. The aim of this study was to test this prediction. It was hypothesized that the level of student selfregulation (low/medium/high), in interaction with the level of external regulation from teaching (low/medium/high), would also produce a linear effect on stress factors and symptoms of university students. A total of 527 undergraduate students completed validated questionnaires about self-regulation, regulatory teaching, stress factors, and symptoms. Using an ex post facto design by selection, ANOVAs and MANOVAs (3 × 3; 5 × 1; 5 × 2) were carried out. The results confirmed that the level of self-regulation and the level of regulatory teaching jointly determined the level of stress factors and symptoms of university students. Once again, a five-level heuristic of possible combinations was configured to jointly determine university students' level of academic stress. We concluded that the combination of different levels of student regulation and regulation from the teaching process jointly determines university students' level of academic stress. The implications for university students' emotional health, stress prevention, and well-being are established.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Effects of Self-Regulation vs. External Regulation on the Factors and Symptoms of Academic Stress in Undergraduate Students

et al. 2020

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“…Female college students have manifested higher academic stress level than the male in most studies. The studies of Mazumdar, Gogoi, Buragohain and Haloi (2012) and Karaman, Lerma, Vela, and Watson (2019) in India and USA respectively, discovered that various symptoms that caused stress were more in females than males. Though the variables in the fore mentioned studies differed with those of the current study, it has been consistently found that there was a difference in stress levels between male and female college students.…”

Section: Gender Differences On Academic Stress Levelmentioning

confidence: 99%

The Determination of Academic Stress Levels by Gender and Year of Study. A Case of Kenyan University Students

Chemutai¹,

Mulambula²

2020

AIJSS

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The main purpose of this study was to determine the influence of gender, type of university, year of study and age on the level of stress among university students in Kenya. The study was conducted among Bachelor of Education students in universities located in western Kenya. The sample was 410 students with an equivalent number of male and female students. The study adopted a quantitative research design. Academic Stress Level (ASL) questionnaire was the main instrument used in collecting data. Data was analysed using t-test for the level of stress based on gender. One way ANOVA was used to determine the differences of stress level based on the year of study. The findings revealed a significant dissimilarity in the level of academic stress between male and female students. Female students were found to have higher stress level than the male students. The levels of stress also differed on the basis of the year of study with student in year three having higher levels of academic stress than those in the other years of study. Age and the type of university did not evident any significant influence on academic stress level. The study concluded that gender and the year of study significantly determined the level of academic stress among university students in Kenya. This study recommended that female students require more academic mentorship and be equipped with more stress coping mechanisms.

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“…Students are particularly prone to academic stress problems when transitions occur on an individual and social level. Therefore, it becomes essential to understand the sources and impacts of academic stress to develop an adequate and efficient intervention strategy [6]. Previous research conducted by Karaman et al [7] found that motivation support, life satisfaction, and place to live were significant predictors of academic stress in college students.…”

Section: Introductionmentioning

confidence: 99%

Factors Related to Academic Stress During the Covid-19 Pandemic in Nursing Students of UPN Veteran Jakarta

Rosaline¹,

Anggraeni²

2020

Proceedings of the International Conference of Health Development. Covid-19 and the Role of Healthcare Workers in the Industria

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Background: Academic stress is one of the biggest health problems that have an impact on academic performance. Students become a group that is vulnerable to the stress that comes from academic life.Academic stress that is usually experienced by students is due to academic responsibility. The online learning system that has changed during the Covid-19 pandemic requires students to get more assignments and a busy lecture schedule. Method: This study used a cross-sectional study design. The respondents were 175 students using the accidental sampling technique. The instrument used was a questionnaire consisting of demographic data and a statement regarding the level of academic stress with the modified Depression Anxiey and Stress Scale 42. Result: From the results of statistical tests, it was found that most of the respondents had a moderate stress level (34.3%), the variable age value p-value = 0.001, college load p-value = 0.045, achievement index p-value = 0.302, and residence status p-value = 0.166. Conclusion: So that there is a relationship between age and study load with academic stress on students. Students who cannot adapt to environmental changes will result in impaired ability to adapt to stressors received from the academic process.

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Predictors of Academic Stress Among College Students

Cited by 113 publications

References 36 publications

Effects of Self-Regulation vs. External Regulation on the Factors and Symptoms of Academic Stress in Undergraduate Students

Effects of Self-Regulation vs. External Regulation on the Factors and Symptoms of Academic Stress in Undergraduate Students

The Determination of Academic Stress Levels by Gender and Year of Study. A Case of Kenyan University Students

Factors Related to Academic Stress During the Covid-19 Pandemic in Nursing Students of UPN Veteran Jakarta

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