Stressors That Impact Students
Stress is an unavoidable part of life, and as an undergraduate student, I deal with a variety of stressors that have the potential to negatively affect both my academic performance and general well-being. One of the stressors I experience is when a person engages in a “pet peeve” behavior repeatedly. This behavior builds up over time and causes annoyance and impatience.
When confronted with such circumstances, I still have an adverse emotional reaction that interferes with my ability to concentrate. Concerns about my physical health still influence my academic performance. Illness or injuries can result in missed classes, low energy levels, and trouble meeting academic standards.
Such difficulties can reduce my performance and increase my stress levels. Even for experienced students, giving presentations in class frequently causes stress and worry. My fear of public speaking may still cause tension and anxiety when I have to give a presentation in front of my classmates or teachers (Sugiyati & Indriani, 2021).
A student’s life frequently includes difficult periods because of the numerous deadlines, tests, and duties. I still experience times when my workload is too much, which causes me to feel stressed and possibly overwhelmed. Meeting due dates as a student is a huge reason for stress. Multiple projects, papers, and assignments can make me feel rushed and anxious, making it harder to manage my workload.
The pressure to get a job or an internship grows as I advance in my academic career. Job acquisition processes of applying, attending interviews, and being rejected elevate my stress levels and negatively affect my self-esteem. Moreover, managing my funds is important as a student, so I have to work part-time, which adds to the stress of juggling my job and school. In addition to academic obligations, work demands lead to increased stress, exhaustion, and less time for self-care.
I sometimes fared poorly on a test, which has greatly impacted me. It frequently leads to self-doubt, greater pressure to perform better, and anxiety about upcoming evaluations (Byunum et al., 2021). Assignments for school, such as projects and research papers, still concern me. My stress levels may be influenced by the need to fulfill deadlines, do in-depth research, and deliver high-quality work. These pressures may have varying intensity, but they affect my emotional health, academic performance, and overall student experience.
Bad news or events, even unconnected to academics, can have a negative emotional influence on me, which makes it harder for me to concentrate on my studies. Stressors outside of the classroom may indirectly impact my performance and stress levels. Depending on others for group projects and associations can occasionally bring an extra layer of stress. Working with an uncooperative team causes missed deadlines and ineffective communication, heightening my stress levels. Furthermore, the pressure to decide on significant issues like my career choice, post-graduation plans, and post-college life exacerbates anxiety and tension.
Attending a Traditional Campus
I once attended a traditional university, where I faced academic stress. These stressors included a rigorous curriculum, abundant work, difficult tests, time management demands, peer competition, and the desire for excellent grades. One of several sources of academic stress was demanding schoolwork. It wasn’t easy to keep up with the quantity and complexity of projects, assignments, and research papers.
Studying for and taking exams also generated significant stress. I experienced anxiety because of how I performed on exams, my fear of failing, and the pressure to achieve well academically (Ahmad et al., 2022). Time management was also a significant challenge while handling academic responsibilities, part-time employment, and personal commitments, resulting in time constraints and increased stress levels.
These stressors caused me to engage in behaviors like procrastinating, having trouble focusing, being less motivated, or altering my study habits. I occasionally withdrew from social situations or had irregular sleep patterns. My physical health was also impacted, as I began to feel worn out, get headaches, have muscular tightness, have appetite changes, and have trouble sleeping. My immune system weakened from stress, which increased my susceptibility to sickness (Seiler et al., 2020). My emotional state was also unstable owing to episodes of mood swings, self-doubt, irritability, and feeling overwhelmed.
My coping mechanisms included making a timetable, setting priorities, and dividing chores into smaller, more manageable chunks to manage my workload. I also sought aid from friends, peers, and professors to discuss my academic difficulties and collaborate and help one another. Additionally, I learned to prioritize self-care activities like exercise, stress management, maintaining a good diet, and getting enough sleep. I found balance and release from stress by pursuing my interests, participating in sports, and volunteering in health programs.
Items to Change in the Stress Assessment Tool
One item that should be included in the questionnaire is an academic workload scale that indicates the amount and difficulty of schoolwork. This will be useful in determining the degree of academic pressure that students in specific courses face and may serve as suggestions for modifying program curricula. Consequently, the effect of workload on stress levels and potential areas for help or intervention will be resolved.
A time management measuring tool should also be included to evaluate students’ capacity for effective time management and give information about their capacity for organization and the possible stress brought on by multiple obligations. This can highlight fundamental but challenging master abilities that need to be taught to students and direct the creation of time management materials. In addition, it can be useful to include inquiries on students’ general well-being, mental health issues, and self-care routines. It will emphasize the value of therapies and support services for mental health problems related to stress.
References
Ahmad, I., Gul, R., & Zeb, M. (2022). A qualitative inquiry of university students’ experiences of exam stress and its effect on their academic performance. Human Arenas, 1-11. Web.
Bynum, W. E., 4th, Varpio, L., Lagoo, J., & Teunissen, P. W. (2021). ‘I’m unworthy of being in this space’: The origins of shame in medical students. Medical education, 55(2), 185–197. Web.
Seiler, A., Fagundes, C.P., Christian, L.M. (2020). Stress, challenges, and immunity in space. In A. Choukèr (Ed.), The impact of everyday stressors on the immune system and health (pp. 71-92). Springer, Cham. Web.
Sugiyati, K., & Indriani, L. (2021). Exploring the level and primary causes of public speaking anxiety among English department students. Journal of Research on Language Education, 2(1), 57-66. Web.