Stress Among College Students
Consumer Health Decisions
Dr. JoAnne Bullard
Rowan University 2014
Carvelle Jean-Philippe
0
Stress Among College Students
Introduction: While some people remember college as the best time of their lives, it is also some
of the most stressful times. Students are challenged with the transition into college; from being at
home with less homework, to now being in college where you are expected to carry a way
difficult workload in a faster pace environment with little to no supervision. Stress has become a
growing issue for college students as they try to cope with academics, social, and personal
challenges (Bland, 2012). When college students emerge into adulthood, they are able to focus
on developing autonomy, a purpose, and their identity which can result to stress. The inability or
lack of knowledge for these students to cope with stress has caused a negative impact on their
health (Bland, 2012). Some college students resort to smoking, eating disorders, depression,
substance abuse, etc. This also may cause dropping out of college. With this research, one can
focus on the main stressors in college students and obtain positive coping mechanisms to deal
with those stressors.
Research Question: What do college students believe causes their stress? What is reported as the
most common stressors among students and why? What can be done to reduce college students’
stress levels?
Significance of the Problem: This research study is important because the rate of college drop
outs is slowly increasing. The purpose of this study is to determine the source of these stressors
and to provide these college students with effective tools that will reduce stress levels when
present and also give them the strategies of effective coping mechanisms. Doing this may
possibly decrease the amount of college drop outs throughout the years. Additionally, this will
help college students become overall healthier mentally, emotionally, and physically.
1
Review of Literature: McGrath (1970) defined stress as a substantial imbalance between
environmental demand and the response capability of the focal organism (Baqutayan, 2012).
Kaplan (1983) defined stress as subject's inability to forestall diminish perception, recall,
anticipation, and imagination of disvalued circumstances, those that in reality or fantasy signify
great and/or increased distance from desirable (valued) experiential states, and consequently,
evoke a need to approximate the valued states (Baqutayan, 2012).
When students make the transition from high school to college they face challenges associated
with adjusting to university life. While many students are able to make the transition perfectly
with success, other students tend to experience a great deal of difficulty. Some people remember
college as the best time of their lives with little worries and responsibilities; some do not have
that luxury. Some college students remember those college years as some of the most stressful
times. Students are challenged with the transition into college; from being at home with less
homework, to now being in college where you are expected to carry a way difficult workload in
a faster pace environment with little to no supervision. Stress has become a growing issue for
college students as they try to cope with academics, social, and personal challenges (Bland,
2012).
When college students emerge into adulthood, they are able to focus on developing autonomy, a
purpose, and their identity which can result to stress. The inability or lack of knowledge for these
students to cope with stress has caused a negative impact on their health (Bland, 2012). Some
college students resort to smoking, eating disorders, depression, substance abuse, etc. to help
reduce their levels of stress not knowing that this may increase the stress levels. This also may
cause dropping out of college. With this research, one can focus on the main stressors in college
students and obtain positive coping mechanisms to deal with those stressors. Coping with stress
2
has been identified as a high-priority issue in the Healthy Campus initiatives of the American
College Health Association (Oman, 2008).
Research shows that stressors do not cause anxiety or tension by themselves. Instead, stress
results from the interaction between stressors and the individual’s perception and reaction to
those stressors. The amount of stress experienced may be influenced by the individual’s ability to
effectively cope with stressful events and situations. If stress is not dealt with effectively,
feelings of loneliness and nervousness as well as sleeplessness and excessive worrying may
result (Krishnan, 2012). With this knowledge it is important to create programs for college
students with stress. Creating these programs will increase the success rate of students in college.
The stress to do well on weekly papers and tests, to earn good grades, to earn a degree are just a
few stressors college students encounter (Krishnan, 2012). Other potential stressors may include
unclear assignments, excessive homework, uncomfortable classrooms; the list goes on. With all
these stressors, college students must also juggle relationships with family and friends.
Studies show that gender also might play a role in stress. Men report an increase in activity level
in response to the stress and women report symptoms of depression and anxiety and were more
apt to express their feelings (Goldman, 1997). Females may also be more prone to reporting
stress than males (Weinstein, 2009).
Methods: Twenty Rowan University students will randomly be chosen for this research. No
specific age or category (i.e. athletes, commuters, club members, etc.), however, there will be
roughly around an even amount of males and females. A survey has been created and will be
given out randomly and collected for research. All surveys will be done and collected right after
spring break. It is expected for college students to reveal the high level of stress with classes and
3
trying to maintain a social life. Many college students have jobs or are active in extracurricular
activities causing them to also have higher levels of stress.
4
STRESS SURVEY
My name is Carvelle Jean-Philippe; I am doing an anonymous research study on stress among college
students for my class. I would appreciate it if you filled out this survey as honest as possible. Thank you
for your time.
Part 1
What year in college are you currently in?
Freshman (1 year)
Sophomore (2 year)
Junior (3 year)
Senior (4 year)
5 or more years
Graduate Student
How many credits are you taking this semester?
Under 12
More than 12 less than 15
More than 15 less than 19
Gender?
Male
Female
Part 2
Sources of Stress
No
Stress
Slight
Stress
Average
Above
Average
High
Stress
Education
Test/Exams
Papers
Workload
Homework
Classes
Grades
Living on campus (Roommates/Dorm?)
Rate your level of Educational Stressor
Extracurricular Activities
Sports
Clubs
Volunteer
Rate your level of Extracurricular
Stressors
Personal Life
Friends
Family
Health
Relationships with Significant Other
Living arrangement
Busy Schedule
Recent death of someone close
(Family/Friend?)
Rate your level of Personal Stressors
Employment; Full-time and Part-times (If not employed, go to part 3)
Finances
Co-workers
Management
5
Customers
Rate your level of Employment
Stressors
Part 3
How do you feel at your present level of stress? (Circle all that apply)
Hostile
Loss of appetite
Panic
Increase of appetite
Irritable
Headache
Worry
Upset stomach/Nausea
Anxious
Diarrhea
Tired
Insomnia
Emotional
No symptoms
How do you deal with stress? (Circle all that apply)
Exercise
Read
Sleep
Drink alcohol
Work
Drugs (Advil, Tylenol, etc.)
Not eat/dieting
Illegal Drugs (Marijuana etc.)
Listen to music
Hobbies (Draw, act, etc.)
Eat more
Smoking
Talk to friends or family
Natural remedies (Candles, Tea, etc.)
Nothing in particular
Others not listed
Part 4
Are you comfortable with your present level of
stress?
Not at all
Somewhat comfortable
Neutral
Very comfortable
How successful are your current coping methods?
Not at all
Somewhat successful
Neutral
Very successful
Thank you for your time.
6
Results: Out of the study conducted, ten females and ten males were randomly chosen. Out of the
ten females, three were sophomores (in their second year), while the remaining seven were
juniors (in their third year). Every female reported that they had some form of educational
stressors. The females that had more than twelve credits had average or more stress towards
school. They reported that the tests, exams, workload, and the struggle to maintain good grades
are what provided most of their stress.
Many females were not involved in extracurricular activities and the ones that were involved
report their stress as average. Only two of the females, reported that they had high stress in clubs,
sport teams, and volunteer work.
In their personal lives, females reported to have average or less stress. The stress that they did
report was because of their family, busy schedule or relationship with their significant others.
The females that did report having employment stressors were the same ones who reported had
busy schedules and were taking more than fifteen credits. They reported in having above average
stress with their finances. Two females reported in not having jobs.
Out of the ten males surveyed, four were juniors (in their third year), three were sophomores (in
their second year), and three were seniors (in their fourth year). For males, classes, workload,
and the need to maintain good grades were their main educational stressors. They all reported to
having no stress to above average stress with education. Eight out of ten males reported to be
taking more than twelve credits but less than fifteen credits this past semester.
Males reported to barely have any stress in extracurricular activities. However, in their personal
lives, they reported to have higher stressors than females. Males reported they had above average
or high stress with family, relationships with significant others, busy schedules, and two out of
ten males reported to have high stress within a recent death of a friend or family member.
7
Three males were not employed and two men reported having above average stress within their
employment. They remaining men had average or less stress in employment.
Education
11%
17%
No Stress
Slight Stress
How Stressful
No Stress
Slight Stress
Average
Above Average
High Stress
# Of Students
How Stressful
No Stress
Slight Stress
Average
Above Average
High Stress
# Of Students
0
3
7
6
2
Average
33%
Above Average
39%
High Stress
Employment
7%
6%
20%
No Stress
Slight Stress
3
0
10
1
1
Average
Above Average
High Stress
67%
8
Extracurricular Activities
11%
No Stress
10%
Slight Stress
5%
Average
53%
21%
How Stressful
No Stress
Slight Stress
Average
Above Average
High Stress
# Of Students
10
4
1
2
2
Above Average
High Stress
Personal Life
7%
20%
No Stress
Slight Stress
Average
27%
46%
How Stressful
No Stress
Slight Stress
Average
Above Average
High Stress
# Of Students
1
7
4
3
0
Above Average
High Stress
9
Both males and females felt the same way about their present stress levels. Ten out of twenty
participants felt worried. Nine out of twenty participants were anxious and had headaches. Six
students would become emotional. Five students would become irritable. And at a shocking
fourteen students out of twenty would be tired.
For their coping methods, it looked like almost every student did some sort of exercise,
seventeen out of twenty. Fifteen students talk to their friends or family, and fourteen students
claimed to listen to music to help cope with their stress. Eleven students use sleeping to cope
with their stress and six students drink alcohol. A hand full of students used drugs, illegal drugs,
work, hobbies, or reading to cope with their stress.
One student was not at all comfortable with her present level of stress, six students were
somewhat successful with their present level of stress, and nine of the students were neutral at
their present level of stress, while only three students felt very comfortable at their present level
of stress.
Coping
Mechanisms
Feelings
Worry
Anxious
Tired
# Of Students
10
9
14
Headaches
9
Emotional
Irritable
Hostile
Loss of Appetite
Upset stomach/
Nausea
Insomnia
6
5
2
1
1
3
# Of Students
Exercise
Talk to friends or
family
17
Listen to music
14
Sleep
11
15
Alcohol
Drugs (Advil, Tylenol,
etc.)
6
Work
3
Hobbies
3
Illegal Drugs
3
Read
4
Smoking
3
Natural Remedies
2
Eat more
2
3
10
Discussion: From the research and surveys collected, it appears though education and
employment are the top stressors in college students lives. Students that did not have jobs
claimed the next stressor was their personal lives. Not many students believe that the
extracurricular activities caused stress in their lives. In my opinion, I believe the extracurricular
activities, helped the students cope with stress. Almost all students used exercise to cope with
stress. Majority of the students surveyed were on sport teams. Exercise helped them channel that
stress and perform well on the fields, courts, or tracks. Students also used talking to their friends
or family to help them cope with stress. Talking to someone is a great way to release stress
because you do not keep everything balled up inside. When you say out loud what is on your
mind, a lot of times it does not seem as bad as you thought. Also, friends or family can help give
you a better way to organize and plan your thoughts. Some of the students that reported to
exercise and talk to their friends or family were neutral or very comfortable with their present
level of stress.
Students used music, sleeping, or alcohol I feel as a gate way away from stressors. Just
something to do in the mean time to not think of the responsibilities they have until the song is
over, they wake up, or they are no longer drunk.
There was a hand full of students that used drugs, illegal drugs, or smoking as ways to cope with
stress. This is very harmful and majority of the time leads to college drop outs or very serious
injuries. The one student that did not feel at all comfortable with her present level of stress,
claimed to do drugs and illegal drugs. Drugs that are becoming very common amongst college
students are Adderall and Ritalin. These drugs are believed to help healthy students get a leg up
in school, by improving focus, concentration and memory. These drugs can however become
very addicting and take a turn for the worst. Some students also use illegal drugs such as
11
Marijuana to help with their stressors. With Marijuana, students feel this carefree attitude that
helps them feel careless to their stressors. This also can have very harmful effects.
It would be a good idea to start a program for students with a lot of stressors. In the program,
there can be positive ways to cope with stressors and maybe even help students get rid of some
of those stressors. Schools are becoming more difficult and the future generations of students are
having more responsibilities than the previous generations. Also they are expected to perform
better and be more intelligent, that alone causes major stress in students.
If I could redo my research study, there are a few things I would change to have better and more
accurate results. To begin with, I would rephrase certain things on the survey. Some students
were confused as to what was being asked and would ask me what the question meant. I would
also make sure each student filled out every area of the survey before giving it back to me. Some
students left areas blank decreasing the accuracy of the information conducted. It would have
been a good idea to also survey more students throughout the semester, but due to time, that was
not possible. Overall, I believe the information collected and conducted was done well and pretty
accurately.
12
Works Cited
Baqutayan, S. M. S., & Mai, M. M. (2012). Stress, Strain, and Coping Mechanisms: An
Experimental Study of Fresh College Students. Academy of Educational Leadership
Journal, 16(1), 19-30.
Bland, H. W., P.H.D., Melton, B. F., E.D.D., Welle, P., S.B., & Bigham, Lauren,M.S., E.D.S.
(2012). Stress Tolerance: New Challenged for Millennial College Students. College
Student Journal, 46(2), 362-375.
Goldman, C. S., & Wong, E. H. (1997). Stress and the college student. Education, 117(4), 604610+.
Krishnan, L., & Sequeira, A. H. (2012). Stress among college students and how to combat it.
Rochester: Social Science Research Network.
Oman, D., PhD., Shapiro, S. L., PhD., Thoresen, C. E., PhD., Plante, T. G., PhD., & Flinders, T.,
B.A. (2008). Meditation lowers stress and supports forgiveness among college students:
A randomized controlled trial. Journal of American College Health, 56(5), 569-78.
Weinstein, L., & Laverghetta, A. (2009). College Student Stress and Satisfaction with Life.
College Student Journal, 43(4), 1161-1162.
13