Stressors and reactions to stress: A cross-cultural case study in two educational programs

Szabó, Zsuzsanna; Marian, Mihai

doi:10.24193/jebp.2017.1.6

Cited by 8 publications

(7 citation statements)

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“…Chen et al [8] explains that the increased distinction between low-status and high-status populations may disrupt individual selfesteem and degrade collective self-esteem among lower income families, contributing to increased depression rates in these populations. University students with a low socioeconomic status may be forced to compete for limited scholarships or take on an additional role in the workforce which elevates their vulnerability to anxiety, stress, or depression [9]. ese stressors put university students at risk of chronic sleep deprivation and poor sleep quality-symptoms associated with depression and anxiety in multiple studies [2,[10][11][12].…”

Section: Introductionmentioning

confidence: 99%

“…ese stressors put university students at risk of chronic sleep deprivation and poor sleep quality-symptoms associated with depression and anxiety in multiple studies [2,[10][11][12]. It has been evident in multiple countries that stress, anxiety, and depression have progressively worsened as university students move along to the second, third, and fourth years of their studies [1,3,9].…”

Section: Introductionmentioning

confidence: 99%

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Mental Health and Well-Being of University Students in Okinawa

Ratanasiripong

China

Toyama

2018

Education Research International

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With increasing frequency and severity of mental health issues among university students globally as well as limited studies on the mental health of Japanese university students, this study examined the factors that impact the mental health issues of university students in Okinawa. A total of 441 undergraduate students from 3 universities participated in this cross-sectional study. Average age of participants was 20 (range = 18–46, SD = 2.6). Four factors that significantly predicted depression among university students in Okinawa included self-esteem, family economic status, resiliency, and year in school (R2 = 0.37). Two factors that significantly predicted anxiety included self-esteem and family economic status (R2 = 0.26). Three factors that significantly predicted stress included self-esteem, family economic status, and year in school (R2 = 0.28). This study contributes to the understanding of specific factors that impact depression, anxiety, and stress for this population. University administrators and faculty have an opportunity to implement programs and services to make positive impact that could reduce mental health problems and improve well-being for students on their campuses.

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Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Mental Health and Well-Being of University Students in Okinawa

Ratanasiripong

China

Toyama

2018

Education Research International

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“…e levels of self-esteem shown by the teaching students who participated in this research may have acted as a psychological buffer against negative events [31,32], allowing them to cope with these events as they progressed through their training. is is encouraging for this population, considering that previous works have shown that university students' difficulties increase from the beginning to the end of their studies [33,34].…”

Section: Discussionmentioning

confidence: 71%

“…It can also increase self-regulation, reduce the perception of fear or anxiety, and lead to new goals [29,30]. Self-esteem is also considered as an important psychological resource that buffers stress or negative events [31,32] and difficulties that accumulate in university students from the beginning to the end of their studies [33,34]. Also, a positive relationship between self-esteem and students' academic performance has been demonstrated [34].…”

Section: Literature Reviewmentioning

confidence: 99%

Self-Esteem and Resilience in Students of Teaching: Evolution Associated with Academic Progress

Fernández‐Castillo

Chacón-López

Fernández-Prados

2022

Education Research International

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Resilience is the ability of the person to face adverse situations and emerge stronger from them. On the other hand, self-esteem is the general assessment that a person makes of himself. In the educational field, situations that can be related to both factors converge. Not too many studies have focused so far on knowing how these variables evolve during the training of future teachers. In the present study, we intend to check the levels of self-esteem and resilience in a sample of teaching students as well as to explore whether there is an association between the different levels of self-esteem and the resilience of the participants. This is a cross-sectional descriptive investigation through an evaluation instrument. The sample consists of 1547 students aged 17–57 years. The sample consisted of 916 primary education students (59.2%) and 631 early childhood education students (40.8%). Of these, 337 were men, 1195 were women, and 14 of them did not indicate their gender. The results confirm a positive association between self-esteem and resilience. Furthermore, an increase in the levels of both variables has been found as students progress in their studies. These data verify that the students seem to be in a position to face adverse situations, as well as qualified to transfer these competencies during the performance of their future teaching work.

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“…These types of situations can knowingly or unknowingly bring about stress and tension, often pressurised on an individual, as a result of different values, distrust or an unjust micro-environment for these students. The negative emotions caused by these stressors are particularly dangerous because they reside outside of the confines of academia, and social support can frequently decrease the stress or is leveraged as a coping strategy (Majumdar and Ray, 2010; Szabo and Marian, 2017). Interpersonal relations are not strictly restricted to the non-academic areas of life.…”

Section: Architectural Education and Stressmentioning

confidence: 99%

Critical stress factors influencing architecture students in Turkey: a structural equation modelling approach

Ayalp

Çivici

2021

OHI

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Purpose Presently, there are two main classification of architectural courses in the curriculum: lecture courses and design studios. Owing to the duality between design studios and lecture courses, architectural education includes a highly stressful learning environment. In addition to this dualism, architecture students also cope with their lives in universities and different types of stressors similar to all university students. Therefore, this study aims to determine the critical stress factors that affect architecture students studying in Turkey. Design/methodology/approach The reasons for a stressful architecture learning environment were examined using a questionnaire distributed among architecture students, and face-to-face surveys were conducted. The obtained data were analysed statistically using SPSS 22 and LISREL 8.7 software. Correlation analysis, exploratory and confirmatory analysis and structural equation modelling of the relationships between the stressors and stress factors and the impacts (perceived stress) were performed, and a structural model was developed. Findings A total of 11 critical factors affecting architecture students’ stress levels were determined; academic inadequacy, unusual assessments and evaluation techniques of courses and intensive academic schedule were the most critical stressors. Based on these factors, necessary solutions and recommendations were offered, which are expected to decrease architecture students’ stress levels and encourage other similar studies. Originality/value There is limited research that provides insights into the factors that cause stress to architecture students; only literature reviews and surveys are currently available. Unlike these, this study presents a structural equation model for critical stress factors via a confirmatory factor analysis.

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Stressors and reactions to stress: A cross-cultural case study in two educational programs

Cited by 8 publications

References 0 publications

Mental Health and Well-Being of University Students in Okinawa

Mental Health and Well-Being of University Students in Okinawa

Self-Esteem and Resilience in Students of Teaching: Evolution Associated with Academic Progress

Critical stress factors influencing architecture students in Turkey: a structural equation modelling approach

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