The Relationship between Reported Workload, Stress and Employment Levels in First-Year Engineering Students

Lindsay, Ed; Rogers, Helen

doi:10.1080/22054952.2010.11464044

Cited by 4 publications

(5 citation statements)

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“…Excessive expectations not only created stress for the participants in this study, they also negatively impacted on learning opportunities by limiting the time available to students for reflection and self-directed learning. It is acknowledged that the relationship between stress and workload is more complex than simply “more work equals more stress” [68] (page 167) so in addition to decreasing unnecessary academic overload, actually assisting students to develop skills to better manage their time and workload is also necessary.…”

Section: Resultsmentioning

confidence: 99%

Psychological Distress and Coping amongst Higher Education Students: A Mixed Method Enquiry

et al. 2014

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BackgroundPsychological distress among higher education students is of global concern. Students on programmes with practicum components such as nursing and teacher education are exposed to additional stressors which may further increase their risk for psychological distress. The ways in which these students cope with distress has potential consequences for their health and academic performance. An in-depth understanding of how nursing/midwifery and teacher education students experience psychological distress and coping is necessary to enable higher education providers to adequately support these students.MethodsThis mixed method study was employed to establish self-reported psychological distress (General Health Questionnaire), coping processes (Ways of Coping Questionnaire) and lifestyle behaviour (Lifestyle Behaviour Questionnaire) of a total sample (n = 1557) of undergraduate nursing/midwifery and teacher education students in one university in Ireland. Individual interviews (n = 59) provided an in-depth understanding of students experiences of psychological distress and coping.ResultsA significant percentage (41.9%) of respondents was psychologically distressed. The factors which contributed to their distress, included study, financial, living and social pressures. Students used varied coping strategies including seeking social support, problem solving and escape avoidance. The positive relationship between elevated psychological distress and escape avoidance behaviours including substance use (alcohol, tobacco and cannabis) and unhealthy diet is of particular concern. Statistically significant relationships were identified between “escape-avoidance” and gender, age, marital status, place of residence, programme/year of study and lifestyle behaviours such as diet, substance use and physical inactivity.ConclusionThe paper adds to existing research by illuminating the psychological distress experienced by undergraduate nursing/midwifery and teacher education students. It also identifies their distress, maladaptive coping and the relationship to their lifestyle behaviours. The findings can inform strategies to minimise student distress and maladaptive coping during college and in future professional years.

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Section: Resultsmentioning

confidence: 99%

Psychological Distress and Coping amongst Higher Education Students: A Mixed Method Enquiry

et al. 2014

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“…According to the Lindsay and Rogers ( 2010 ) study, around 40 % of students studying 5 h and less report less than usual stress levels; around 20 % of students studying 10-20 h report less than usual stress level, whereas this proportion is around 10 % for the categories of students who are studying 21 h and above. About 20 % of students who studied more than 15 h per week reported being more stressed than usual (Lindsay and Rogers 2010 ). About 20 % of students who studied more than 15 h per week reported being more stressed than usual (Lindsay and Rogers 2010 ).…”

Section: Academic Workloadmentioning

confidence: 98%

“…The majority of the students do experience changes in the level of workload and stress over the semester with a defi nite link between their reported levels of stress and workload on the week of semester (Lindsay and Rogers 2010 ). According to the Lindsay and Rogers ( 2010 ) study, around 40 % of students studying 5 h and less report less than usual stress levels; around 20 % of students studying 10-20 h report less than usual stress level, whereas this proportion is around 10 % for the categories of students who are studying 21 h and above.…”

Section: Academic Workloadmentioning

confidence: 99%

Taylor’s 7th Teaching and Learning Conference 2014 Proceedings

Tang¹,

Logonnathan²

2015

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“…For students, they tend to expect lower course grades in courses with a heavy workload (Greenwald & Gillmore, 1997). A heavy course workload also drives students to engage in surface learning, which indicates a lower quality of student learning (Giles, 2009;Lizzio, Wilson, & Simons, 2002), and increases their stress levels, particularly among engineering students (Lindsay & Rogers, 2010). In regard to consequences for instructors, a heavy workload affects students' evaluations of their instructors, although the direction and magnitude of the relationship between the two variables has been inconsistent.…”

Section: First-order Constructsmentioning

confidence: 99%

“…Course workload and course difficulty are two contextual factors that should affect students' levels of academic self-efficacy. In regard to course workload, researchers have argued that pressures of a heavy workload can manifest itself in feelings of stress, anxiety, and the desire to give up among students (Kember, 2004;Kyndt et al, 2011;Lindsay & Rogers, 2010). According to Lazarus and Folkman (1984), individuals' level of self-efficacy determines the evaluation of a demand from the environment.…”

Section: Rationalementioning

confidence: 99%

Using the Instructional Beliefs Model to Examine Instructional Feedback in the Classroom

Tindage¹

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The purpose of this dissertation was to examine the role that instructional feedback plays in student engagement using Weber, Martin, and Myers's (2001) Instructional Beliefs Model (IBM). The proposed IBM for this dissertation included first-order constructs (i.e., instructional feedback, course workload, course difficulty, and students' feedback orientation), a second-order construct (i.e., feedback self-efficacy), and a third-order construct (i.e., student engagement). As hypothesized, instructional feedback (i.e., developmental, fairness) is positively associated with feedback self-efficacy, while course workload and course difficulty are negatively associated with feedback selfefficacy. However, only two dimensions of students' feedback orientation (i.e., utility, retention) were positively associated with feedback self-efficacy. Overall, in regard to the hypothesized relationships with student engagement, instructional feedback, students' feedback orientation, and feedback self-efficacy were positively associated with student engagement. Course workload and course difficulty were negatively associated with student engagement. Furthermore, students' feedback self-efficacy does not indirectly affect the relationship between instructional feedback, course workload, course difficulty, students' feedback orientation, and student engagement. The results were discussed in light of research on instructional feedback, self-efficacy, and student engagement. These findings should be taken with caution due to three limitations: measurement error, the data collection procedures, and the theoretical framework. iii ACKNOWLEDGMENTS First and foremost, I want to thank my Lord and Savior Jesus Christ, for giving me the strength and wisdom to write this thesis. May all glory and honor go to Him. Next, I would like to thank my family for their constant prayers and support through out this entire endeavor. Rocky and Randy, the two of you always know when I need to be brought down a few levels from my craziness. Pa, thank you for your encouragement and support. Most importantly my mother, you have shown me what it means to be a strong woman of God, your strength and determination never ceases to amaze me. Thank you Shaun for cooking, cleaning, reading various section of my dissertation, pushing me to finish, and listening to me whenever I needed an ear. I'm glad I met you those three years ago and I'm glad that you are in my life for the long haul! I can't wait to live the life that God has put before us. I love you! In addition, I wish to thank my dissertation committee, Drs. Alan K. Goodboy, Matthew M. Martin, Christine E. Rittenour, and Brandi Frisby, I am grateful for your constant support, direction, and guidance. I would like to express my sincerest gratitude to my Dissertation Chair and Advisor, Dr. Scott A. Myers. Dr. Myers, I always felt that you saw something in me that I didn't see in myself. Thank you for believing that I could complete this dissertation and complete it well. You have pushed me and guided me in becomi...

show abstract

The Relationship between Reported Workload, Stress and Employment Levels in First-Year Engineering Students

Cited by 4 publications

References 1 publication

Psychological Distress and Coping amongst Higher Education Students: A Mixed Method Enquiry

Psychological Distress and Coping amongst Higher Education Students: A Mixed Method Enquiry

Taylor’s 7th Teaching and Learning Conference 2014 Proceedings

Using the Instructional Beliefs Model to Examine Instructional Feedback in the Classroom

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