Health & Well-Being: Stress, Coping & Small Changes
Stress is an unavoidable part of academic life, especially for students who are
simultaneously balancing coursework, research, and long-term academic aspirations. Rather
than viewing stress as a purely negative experience, psychological theories suggest that
how individuals appraise and cope with stressors plays a crucial role in determining their
impact on wellbeing. By applying stress and coping theories to my daily routine, I identified
one small, psychologically informed change that I will implement over one week to improve
both my stress level and my way of thinking.
A current and recurring stressor in my life is academic workload pressure, particularly when
multiple deadlines cluster within a short period. This includes managing school assignments
while simultaneously working on research-related activities and long-term academic
planning. The stress does not stem from one single task, but rather from the accumulation of
responsibilities and the perceived consequences of underperformance.
According to Lazarus and Folkman’s transactional model of stress, stress depends on how a
situation is cognitively appraised. I realized that I often appraise academic workload as a
threat rather than a challenge. My initial reaction tends to focus on potential failure, time
scarcity, and fear of not meeting my own expectations. This threat-based appraisal increases
anxiety and leads me to overestimate the negative consequences of short-term setbacks,
even when the tasks themselves are manageable.
In response to this stressor, I primarily rely on problem-focused coping, such as creating
detailed to-do lists and prioritizing tasks based on urgency. For example, I often break
assignments into smaller components to make them more manageable. I also occasionally
engage in emotion-focused coping, such as temporarily distancing myself from the task
when feeling overwhelmed. While these strategies are sometimes effective, they do not
directly address the cognitive appraisal that intensifies my stress response.
To improve my wellbeing, I decided to implement cognitive reappraisal consistently for one
week. Specifically, I will deliberately frame academic pressure as a challenge with growth
potential rather than a threat. Each time I feel stressed by a deadline, I will remind myself
that the task contributes to skill development, such as analytical thinking, academic writing,
or research ability. I will do this at the beginning of every study session for seven
consecutive days by writing one sentence explaining how the task supports my long-term
academic goals.
I predict that this change will reduce my perceived stress level by altering how I think about
academic demands. By shifting from a threat-based appraisal to a challenge-based
appraisal, I expect to experience greater motivation and a stronger sense of control. Instead
of viewing stress as a signal of impending failure, I anticipate interpreting it as evidence of
engagement and progress. Over time, this change may also enhance my emotional
regulation and resilience, allowing me to respond to future stressors in a more adaptive and
psychologically sustainable way.
This reflection demonstrates that even small, theory-informed changes can meaningfully
influence wellbeing. By applying stress and coping theories to my daily routine, I learned that
improving wellbeing does not require eliminating stress, but rather changing its psychological
interpretation. This experience highlights the practical value of psychology in promoting
healthier coping strategies and more balanced academic engagement