Academic stress was significantly associated with mental well-being in college students.
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The study found that academic stress was significantly associated with mental well-being in college students. Students who experienced higher levels of academic stress were more likely to report poorer mental well-being. The study also found that the COVID-19 pandemic had a significant impact on mental well-being, with students reporting higher levels of stress and anxiety. The study concluded that academic stress is a significant predictor of mental well-being in college students and that the COVID-19 pandemic has had a significant impact on the mental well-being of college students.
The researcher surveyed 843 college students and evaluated whether academic stress levels affected their mental health, and if so, whether there were specific vulnerable groups by gender, race/ethnicity, year of study, and reaction to the pandemic. Using a combination of scores from the Perception of Academic Stress Scale (PAS) and the Short Warwick-Edinburgh Mental Well-Being Scale (SWEMWBS), we found a significant correlation between worse academic stress and poor mental well-being in all the students, who also reported an exacerbation of stress in response to the pandemic. In addition, SWEMWBS scores revealed the lowest mental health and highest academic stress in non-binary individuals, and the opposite trend was observed for both the measures in men. Furthermore, women and non-binary students reported higher academic stress than men, as indicated by PAS scores. The same pattern held as a reaction to COVID-19-related stress. PAS scores and responses to the pandemic varied by the year of study, but no obvious patterns emerged. These results indicate that academic stress in college is significantly correlated to psychological well-being in the students who responded to this survey. In addition, some groups of college students are more affected by stress than others, and additional resources and support should be provided to them.
A cross-sectional design was used to investigate the relationship between academic stress and mental well-being in college students. The study included 843 college students from the United States as participants. The students completed a survey that evaluated academic stress, mental health, and the impact of the COVID-19 pandemic on mental health. The study’s findings revealed that academic stress was significantly associated with mental well-being. Students who reported higher levels of academic stress reported lower levels of mental well-being. The COVID-19 pandemic also had a significant impact on students’ mental well-being, with students reporting higher levels of stress and anxiety. According to the study, academic stress is a significant predictor of mental well-being in college students, and that the COVID-19 pandemic has had a significant impact on the mental well-being of college students.This study has several limitations. First, the cross-sectional design does not allow for causal inferences. Second, the study relied on self-report measures, which may be biased. Third, the sample was not representative of the general population of college students. Fourth, the study did not examine the long-term effects of academic stress on mental health. Future research should use a longitudinal design to examine the relationship between academic stress and mental well-being over time. Furthermore, future research should use a more representative sample of college students.
The academic pressure felt by kids who attended private schools was significantly greater than that experienced by those who attended public schools. This may have something to do with the fact that girls are subjected to a greater amount of pressure than boys are to achieve high levels of success in their academic endeavors.
According to the findings of the study, gender, the type of school that was attended, and academic accomplishment all had a significant impact on the amount of academic stress that was experienced by students in higher secondary schools. It was found that the levels of academic stress experienced by female students are significantly higher than those experienced by male students.
This may have something to do with the fact that girls are subjected to a greater amount of pressure than boys are to achieve high levels of success in their academic endeavors in order to be considered on an equal footing with their male counterparts. According to the findings of a recent study, the academic pressure felt by kids who attended private schools was significantly greater than that experienced by those who attended public schools.
This is most likely attributable to the higher standards of academic achievement that are expected of students attending private schools in general. It was revealed that students who had lower scores experienced much higher levels of academic stress as compared to individuals who had higher marks overall. This is most likely due to the fact that students with lower grades have the perception that they are not living up to the expectations that have been set for them and that there is a possibility that they will not be able to advance to the next level of schooling.
Additionally, there is a possibility that they will not be able to advance to the next level of schooling. The outcomes of the study indicated that gender, the type of school that was attended, as well as academic performance, were substantially connected with academic stress. In light of these findings, it seems likely that interventions meant to reduce the effects of academic stress should concentrate on the aforementioned characteristics.
part 3 – dean
Academic stress can be harmful to one’s health, but personality toughness may protect against it. Students frequently experience academic stress. It can be obtained from a variety of sources, including exams, papers, and presentations. Previous research has found a link between academic stress and poor health. Personality hardiness is a personality trait that has been linked to improved health outcomes. The current study looked at whether personality toughness could help to moderate the relationship between academic stress and health. The study discovered that academic stress is linked to poorer health, but personality toughness may protect against this.Higher levels of academic stress were found to be associated with poorer health in people with low levels of personality hardiness, but not in people with high levels of personality hardiness.These findings imply that personality toughness may protect against the harmful effects of academic stress on health. This is consistent with previous research indicating that personality toughness is linked to better health outcomes.
In these fast phasing technologies with the constant changes from time to time, not to mention the educational challenges the schools have been encountering, the students are the ones who are affected most during the trying and tough times in the educational industries.
With all the academic challenges, adversities, struggles, obstacles, barriers, difficulties and painful realities happening in every schools, the students are ought to make adjustments to cope and overcome with these challenges. The students are already exposed with difficulties like during the pandemic time, the adjustment they need to do from school to online and home-based classes and learning. The rigid training in the learning process and procedures with overload of paperworks, assignments, projects and activities caused the students to be very tired, stressful and exhausted.
This caused the students to be physically, emotionally, socially, psychologically and mentally draining and exhausting. The issue is no longer about how to accomplish the tasks, duties and responsibilities given to them but on how they are going to deal with the inner struggles on how to manage all the demands in school and achieve their goals, priorities and dreams in life.
This academic stress, sometimes when ignored leads to depression, anxieties, ill-feelings, tensions and all the negative energies that negatively affects the performance of the students at school and at home also. This academic stress definitely has negative effects and impact to the students and even a barrier for them to experience personal, emotional, social and intellectual growth.
It is then an awakening for the school’s management and administration to intensity the programs, orientation and educational system to help the students cope with these challenges and painful realities at school. There should be effective strategies, technique, style with systematic, applicable and appropriate approach to come out with a quality, positive impact and results in helping the students before situations get worst.
There should be programs that will lessen the workload but maintain the training factors for the development, improvement, stability, progression and continuous success of every students.
We need to understand and be aware of what’s going on with the kind of educational system that is provided and implemented to the students and how the students are able to grasp, comprehend and understand the policies, rules and regulations. There should be proper assessment, analysis, observation and evaluation to determine and identify what needs to improve so that it will help the students in any ways and means.
The students need to develop a strong personality, character and attitude with a positive mindset, positive perception and positive disposition and take all the challenges as an opportunity to become better, to do better and become stronger in order to overcome their weaknesses.
The priority is not only to hone the students to perform excellently in academics and school activities and undertakings but the welfare, wellness, well-being and health of the students matters also and the values they need to learn to motivate and inspire them to enhance their skills, talents, knowledge, abilities, potentials and capabilities as well to enhance their self-esteem, self-confidence, self-perception, self-care and self-worth.
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