scholarly journals Psychological Stress in View of Some Variables among Undergraduate Students at Al-Imam Muhammad Ibn Saud Islamic University )IMSIU(

2017 ◽  
Vol 5 (2) ◽  
pp. 522-549
Author(s):  
Mohammed bin Metrik Al-Sheri AlQahtani
Keyword(s):  
Psychological Stress ◽  
Undergraduate Students

scholarly journals Perceived psychological stress among undergraduate students: role of academic factors of a medical college of Kathmandu

2021 ◽  
Vol 14 (1) ◽  
pp. 59-62
Author(s):  
Jyoti Badan Tuladhar
Keyword(s):  
Psychological Stress ◽  
Undergraduate Students ◽  
Perceived Stress ◽  
Well Being ◽  
Academic Stress ◽  
P Value ◽  
Cross Sectional ◽  
Academic Factors ◽  
Medical College ◽  
The Individual

Introduction: Stress refers to a dynamic interaction between the individual and the environment, which described as external demands (physical or mental) on an individual’s physical and psychological well-being. The objective of this study was to assess the perceived psychological stress and perception of academic stress among undergraduate students. Methods: A cross-sectional, questionnaire- based survey was carried out among 853 undergraduate students (medical, dental and nursing) of Kathmandu Medical College, Kathmandu Nepal during August 2017 to July 2018. Perceived stress was assessed using Perceived Stress Scale-14 and perception of academic stress 18-item questionnaire was used to assess the academic factors of stress using self-administered technique. Result: The overall mean perceived stress score was 45.23 ±4.96, 99.6% of participants were in the group of more stressed and overall mean score of perception of academic stress was 54.68 ±9.10, and 56.3% of participants were in the group of academic stress. The correlation between perceived psychological stress and academic stress was 0.070 with P value of 0.040. Conclusion: Higher level of perceived stress and academic stress were reported by the students and there was weak significantly positive correlation between perceived psychological stress and academic stress.

scholarly journals The Influence of Exercise Empowerment on Life Stress

2017 ◽  
Vol 5 (4) ◽  
pp. 33
Author(s):  
Tonya M. Parker ◽  
Colleen A. Lewis ◽  
Christina M. Beaudoin
Keyword(s):  
Physical Activity ◽  
College Students ◽  
Psychological Stress ◽  
Undergraduate Students ◽  
Stress Reduction ◽  
Life Stress ◽  
Demographic Variables ◽  
Complex Relationship ◽  
The Relationship ◽  
College Aged Students

Background: Psychological stress – when an individual perceives that the environment exceeds their ability to meet the demands placed on them - is common in college students and exercise, and specifically instructional physical activity courses, is frequently cited as a one method of stress reduction. Objective: Determine any relationship between exercise empowerment and perceived life stress for those participating in instructional physical activity courses (IPAC). Methods: All undergraduate students (n = 3388) enrolled in IPAC in 15-week IPAC at a large university were surveyed on perceived life stress (PSS), empowerment in exercise (EES), and specific demographic variables. Results: 944 of 3388 enrolled students (Nov. 2015, April 2016) completed the survey. The data revealed GPA (p < 0.002), sex (p < 0.000), and EES (p < 0.001) showed differences for PSS. It was determined that EES, sex, and GPA predicted PSS differently for students according to their year in college. Conclusions: For freshman and seniors, sex and lower GPA were a stronger predictor of PSS with no mitigating effect of exercise empowerment. For sophomores and juniors the level of life stress was lower at higher levels of exercise empowerment. These findings support a complex relationship between exercise empowerment and life stress. While exercise is cited as a method for stress reduction the relationship between exercise empowerment and life stress for college-aged students is not as straightforward as it may seem.

scholarly journals Tekanan Psikologis Mahasiswa Saat Pembelajaran Jarak Jauh Selama Pandemi COVID-19

2021 ◽  
Vol 5 (1) ◽  
pp. 121-131
Author(s):  
Titik Kristiyani
Keyword(s):  
Distance Learning ◽  
Psychological Stress ◽  
Undergraduate Students ◽  
Qualitative Content Analysis ◽  
Stress Factors ◽  
Long Distance ◽  
Factors Affecting ◽  
Learning Evaluation ◽  
Psychological Pressure ◽  
Feeling Overwhelmed

Title: Psychological Pressure of Students While Distance Learning During the COVID-19 Pandemic   This study aims to describe psychological stress, factors affecting psychological stress, and the dynamic of psychological stress of undergraduate students in long-distance learning during pandemic COVID-19. Respondents of this study are 548 undergraduate students from many universities in Yogyakarta. This study uses a qualitative design with qualitative content analysis. The open-ended questionnaire is used to gain the data. Results of this study are : (1) psychological stress experienced by undergraduate students are anxiety, panic, feeling overwhelmed, bored, lonely, not confidence and have an impact on decreasing motivation to learn; (2) undergraduate students psychological stress is affected by some factors, namely students and lecturer input, learning atmosphere, socialization need, facilities of long-distance learning, and financial support; (3) the dynamics of psychological stress can be explained as follows: the factor that directly affects psychological stress is the low of self-efficacy that is triggered by learning delivery and learning evaluation disorganized. This condition arises due to a combination of competency factors and lecturers' work ethic, academic competence, and student soft skills, as well as inadequate distance learning facilities.

scholarly journals Stress Associated Alterations in Dietary Behaviours of Undergraduate Students of Qassim University, Saudi Arabia

2019 ◽  
Vol 7 (13) ◽  
pp. 2182-2188
Author(s):  
Ebtehal Almogbel ◽  
Abdulkarim M. Aladhadh ◽  
Bashayer H. Almotyri ◽  
Ahmad F. Alhumaid ◽  
Naila Rasheed
Keyword(s):  
Saudi Arabia ◽  
Psychological Stress ◽  
Undergraduate Students ◽  
Eating Habits ◽  
Healthy Foods ◽  
Cross Sectional Survey ◽  
Cross Sectional ◽  
Eating Pattern ◽  
Dietary Behaviours ◽  
Junk Foods

BACKGROUND: Psychological stress associated eating habits among public health have now become a global concern. AIM: This study was undertaken to investigate the levels of psychological stress among undergraduate students of Qassim University and to explore the stress associated alterations in their eating habits. METHODS: This is a cross-sectional survey conducted on 614 undergraduate students of Qassim University, Saudi Arabia. A self-administered questionnaire was used, which included questions on socio-demography and eating habits. Level of stress was measured by a standardised questionnaire highlights the levels of non-chronic stimulation through difficulty relaxing, nervous arousal and being easily upset/agitated, irritable / over-reactive and impatient. RESULTS: Our results show that 28.2% of total participants suffered from some extent of stress. Among stressed participants, 17.3%, 49.1%, 24.8% and 8.7% of participants suffered from mild, moderate, severe and extremely severe stress, respectively. Stressed participants were more preferred to eat junk foods such as fast foods, snacks and beverages as compared with unstressed participants (p < 0.05) and the junk food preference was increased with the increase of stress levels. Moreover, non-stressed participants preferred more healthy foods such as vegetarian food, fresh fruits as compared with stressed participants (p < 0.05). Taste and easy to access were the main reasons for the preference of junk foods by the stressed participants. CONCLUSIONS: This is the first comprehensive study from Saudi Arabia to show stress associated dietary alterations in undergraduates of Qassim University. Data concluded that most of the young adults followed a healthy eating pattern, but a significant number from them were affected by stress. Therefore, specific intervention programs are strongly recommended for the reduction of stress and to improve their quality of life.

scholarly journals Incidence of dysmenorrhoea associated with high stress scores among the undergraduate Nepalese medical students

1970 ◽  
Vol 32 (3) ◽  
pp. 2-4 ◽  
Author(s):  
T Pramanik ◽  
R Shrestha ◽  
MT Sherpa ◽  
P Adhikari
Keyword(s):  
Medical Students ◽  
Psychological Stress ◽  
Undergraduate Students ◽  
High Stress ◽  
Daily Routine ◽  
Institute Of Medicine ◽  
Undergraduate Medical Students ◽  
Breathing Exercises ◽  
Primary Dysmenorrhoea ◽  
Medical Undergraduate

Introduction: Primary dysmenorrhoea is one of the major problems associated with menstruation among the young undergraduate medical students which affect their daily routine. Among various causes, mental stress is one of the major causes of primary dysmenorrhoea. This study aims to assess the relationship between the degree of stress and incidence of dysmenorrhoea amongst the young Nepalese medical students. Methods: Young, unmarried, non-smoker female medical undergraduate students (age: 18-20years, n = 104) having no pelvic pathology participated in this study. A baseline questionnaire was used to note the medical history on menstruation, use of contraceptive pills, active or passive smoking exposure and alcohol use. The independent and individual perception of stress was evaluated by using a stress questionnaire. Results: Result indicated that the stress score is significantly higher (31.30 vs. 18.81) in dysmenorrhoeic women (n=50) compared to eumenorrhoeic participants (n=54). Conclusions: The present study indicated a positive relationship between psychological stress (supported by stress scores) and dysmenorrhoea. The path of solution of this painful problem might be paved out by de-stressing the person through relaxation exercise, yoga and pranayama (the breathing exercises.) Keywords: Primary dysmenorrhoea; psychological stress; yoga. DOI: http://dx.doi.org/10.3126/joim.v32i3.4952 Journal of Institute of Medicine, December, 2010; 32:3 2-4

Read, Understand, Learn, & Excel: Development and Testing of an Automated Reading Strategy Detection Algorithm for Postsecondary Students

2019 ◽  
Vol 28 (3) ◽  
pp. 1257-1267 ◽  
Author(s):  
Priya Kucheria ◽  
McKay Moore Sohlberg ◽  
Jason Prideaux ◽  
Stephen Fickas
Keyword(s):  
Academic Success ◽  
Undergraduate Students ◽  
Expository Text ◽  
Reading Strategy ◽  
Detection Algorithm ◽  
Expository Texts ◽  
Human Observer ◽  
Behavioral Strategies ◽  
Periodic Review ◽  
Wide Range

PurposeAn important predictor of postsecondary academic success is an individual's reading comprehension skills. Postsecondary readers apply a wide range of behavioral strategies to process text for learning purposes. Currently, no tools exist to detect a reader's use of strategies. The primary aim of this study was to develop Read, Understand, Learn, & Excel, an automated tool designed to detect reading strategy use and explore its accuracy in detecting strategies when students read digital, expository text.MethodAn iterative design was used to develop the computer algorithm for detecting 9 reading strategies. Twelve undergraduate students read 2 expository texts that were equated for length and complexity. A human observer documented the strategies employed by each reader, whereas the computer used digital sequences to detect the same strategies. Data were then coded and analyzed to determine agreement between the 2 sources of strategy detection (i.e., the computer and the observer).ResultsAgreement between the computer- and human-coded strategies was 75% or higher for 6 out of the 9 strategies. Only 3 out of the 9 strategies–previewing content, evaluating amount of remaining text, and periodic review and/or iterative summarizing–had less than 60% agreement.ConclusionRead, Understand, Learn, & Excel provides proof of concept that a reader's approach to engaging with academic text can be objectively and automatically captured. Clinical implications and suggestions to improve the sensitivity of the code are discussed.Supplemental Materialhttps://doi.org/10.23641/asha.8204786

Does a Graduate Course in Fluency Disorders Make a Difference?

2010 ◽  
Vol 20 (1) ◽  
pp. 10-14 ◽  
Author(s):  
Evelyn R. Klein ◽  
Barbara J. Amster
Keyword(s):  
Undergraduate Students ◽  
Graduate Programs ◽  
The United States ◽  
Cross Sectional Study ◽  
Sectional Study ◽  
Graduate Course ◽  
Cross Sectional ◽  
Fluency Disorders ◽  
Introductory Course ◽  
Communicative Disorders

Abstract A study by Yaruss and Quesal (2002), based on responses from 134 of 239 ASHA accredited graduate programs, indicated that approximately 25% of graduate programs in the United States allow students to earn their degree without having coursework in fluency disorders and 66% of programs allow students to graduate without clinical experience treating people who stutter (PWS). It is not surprising that many clinicians report discomfort in treating PWS. This cross-sectional study compares differences in beliefs about the cause of stuttering between freshman undergraduate students enrolled in an introductory course in communicative disorders and graduate students enrolled and in the final weeks of a graduate course in fluency disorders.

The Impact of TimeSlips on Undergraduate Students in Service Learning With Older Adults

2020 ◽  
pp. 1-8
Author(s):  
Sabine Heuer
Keyword(s):  
Older Adults ◽  
Service Learning ◽  
Undergraduate Students ◽  
Attitude Scale ◽  
Evidence Based ◽  
Attitudes Toward Older Adults ◽  
Students Attitudes ◽  
Attitude Shift ◽  
The Impact ◽  
Journal Entries

Purpose Future speech-language pathologists are often unprepared in their academic training to serve the communicative and cognitive needs of older adults with dementia. While negative attitudes toward older adults are prevalent among undergraduate students, service learning has been shown to positively affect students' attitudes toward older adults. TimeSlips is an evidence-based approach that has been shown to improve health care students' attitudes toward older adults. The purpose of this study is to explore the change in attitudes in speech-language pathology students toward older adults using TimeSlips in service learning. Method Fifty-one students participated in TimeSlips service learning with older adults and completed the Dementia Attitude Scale (DAS) before and after service learning. In addition, students completed a reflection journal. The DAS data were analyzed using nonparametric statistics, and journal entries were analyzed using a qualitative analysis approach. Results The service learners exhibited a significant increase in positive attitude as indexed on the DAS. The reflective journal entries supported the positive change in attitudes. Conclusions A noticeable attitude shift was indexed in reflective journals and on the DAS. TimeSlips is an evidence-based, patient-centered approach well suited to address challenges in the preparation of Communication Sciences and Disorders students to work with the growing population of older adults.

Engaging Undergraduate Students in Child Language Research

2014 ◽  
Vol 17 (1) ◽  
pp. 4-16
Author(s):  
Jade H. Coston ◽  
Corine Myers-Jennings
Keyword(s):  
Undergraduate Students ◽  
Student Growth ◽  
Process Data ◽  
Research Knowledge ◽  
Research Dissemination ◽  
Language Sampling ◽  
Language Research ◽  
Language Sample Analysis ◽  
Turn Taking ◽  
Assessment Techniques

To better prepare the professionals and scholars of tomorrow in the field of communication sciences and disorders (CSD), a research project in which undergraduate students collected and analyzed language samples of child-parent dyads is presented. Student researchers gained broad and discipline-specific inquiry skills related to the ethical conduct of research, the literature review process, data collection using language assessment techniques, language sample analysis, and research dissemination. Undergraduate students majoring in CSD developed clinical research knowledge, skills, and dispositions necessary for future graduate level study and professional employment. In addition to the benefits of student growth and development, language samples collected through this project are helping to answer research questions regarding communicative turn-taking opportunities within the everyday routines of young children, the effects of turn-taking interactions on language development, and the construct validity of language sampling analysis techniques.

Bilingual and Monolingual Students' Perceptions of the CSD Major: A Qualitative Study

2015 ◽  
Vol 18 (1) ◽  
pp. 16-31 ◽  
Author(s):  
Flora Keshishian ◽  
Rebecca Wiseheart
Keyword(s):  
Qualitative Study ◽  
Undergraduate Students ◽  
Critical Role ◽  
School Setting ◽  
The United States ◽  
Bilingual Students ◽  
Speech Language Pathology ◽  
Diverse Environment ◽  
Language Pathology ◽  
Areas Of Interest

There is a growing demand for bilingual services in speech-language pathology and audiology. To meet this growing demand, and given their critical role in the recruitment of more bilingual professionals, higher education institutions need to know more about bilingual students' impression of Communication Sciences and Disorders (CSD) as a major. The purpose of this qualitative study was to investigate bilingual and monolingual undergraduate students' perceptions of the CSD major. One hundred and twenty-two students from a large university located in a highly multicultural metropolitan area responded to four open-ended questions aimed at discovering students' major areas of interest (and disinterest) as well as their motivations for pursuing a degree in CSD. Consistent with similar reports conducted outside the United States, students from this culturally diverse environment indicated choosing the major for altruistic reasons. A large percentage of participants were motivated by a desire to work with children, but not in a school setting. Although 42% of the participants were bilingual, few indicated an interest in taking an additional course in bilingual studies. Implications of these findings as well as practical suggestions for the recruitment of bilingual students are discussed.

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