Relationship Between Academic Stress and Learning Achievement in Nursing Student

The stress experienced by most students is academic stress. This academic stress is closely related to students' academic processes and the environment that affects the academic process. The purpose of this study was to determine the relationship between academic stress and student learning achievement. This study was a cross-sectional design with purposive sampling of 126 respondents. Data were collected at a nursing academy in Jakarta in 2018. The instrument used was the Student Life Stress Inventory (SLSI) questionnaire. Results showed most students were female(88.9%), from Senior High School majoring in science (38.9%), very satisfyinglearning achievement (91.3%), and experience severe academic stress (55.6%). There is no significant relationship between learning achievement and academic stress (p = 0.317) and gender (p-value 0.370). There is a significant relationship between learning achievement and sebior high school majoring (p=value 0.005) and age (p-value 0.007). Institutions should identify sources of the academic stressor and apply appropriate coping mechanisms to reduce academic stress.Keywords:academic stress, learning achievement, nursing student.

An Analytical Report on Measuring the Level of Stress & Anxiety among College Level Students

There are few scenarios in one’s life when we feel that “my life is out of Control”. These feelings are at the extreme when we are a student especially a college level. A college level student is forced to decide the course of their life and career during their stay at campus. Therefore they are left battling with so many emotional, career and social feelings which unknowingly pushes the student towards adverse situations. These mixed feeling and situations are a main reason behind stress and anxiety among students. In order to identify the factors which are associated with the level of stress especially among students a study (Online Survey) was conducted among various college level students studying in the geographical area of Punjab (Banur). In this study a few factors have been highlighted which although are very insignificant but can be a major cause behind creation of feelings which leads to stress and anxiety. Four categories of academic stressor (i.e. personal frustration, learning hours, financial issues, and health related issues) and four categories describing reactions to these stressors (i.e. Behavioral, Psychological, Social and Cognitive effects) were examined. The online survey sample consisted of 158 students studying in four different colleges falling in the geographical area of Punjab region. The findings emphasized on various factors like pressure of studies, poor knowledge on how to live a balanced life etc. The findings of this study can further be used by various researchers and motivational speakers who are working on designing of certain program along with workshops on how to live a balanced life which is healthy, happy and successful

ORIGINAL ARTICLE: CAUSE OF STRESS AND COPING MECHANISM AMONG MEDICAL STUDENTS YEAR 2013 – 2015 IN UNIVERSITAS AIRLANGGA

Background: Stress is response and acknowledged as a natural respond to problems in daily life. Coping is defined as a process used to confront stress with various degree of effectiveness. Purpose: To correlate cause of stress and coping mechanism based on sex and year of admission among Universitas Airlangga medical students year 2013, 2014, and 2015. Method: This study was observational analytic study. Data were taken by self-administrated questionnaires (demographic, Medical Student Stressor Questionnaire, and BriefCOPE) Result: Respondents were dominated by female (60%) and out of 90 answers, the most frequent stressor was Academic Relater stressor (45.12%) regardless of the gender and admission year, and the most frequent coping mechanism is Planning (79.50%) and Religion for female students (80.75%) and 2013 students (78.75%). There was a significant correlation between stressor Intrapersonal and Interpersonal and Teaching and Learning Related also coping mechanism Planning, Humor, and Religion between male and female participants. There was also significant correlation between different admission year for coping mechanism Denial, Humor, and Self Blame. Conclusion: The most common stressor of the student year 2013, 2014, and 2015 with medical major in Universitas Airlangga is Academic Related and the most common coping mechanism is Planning.Keywords: medical student, academic stressor, coping mechanism, observational analytic study

Academic Context and Perceived Mental Workload of Psychology Students

The excessive workload of university students is an academic stressor. Consequently, it is necessary to evaluate and control the workload in education. This research applies the NASA-TLX scale, as a measure of the workload. The objectives of this study were: (a) to measure the workload levels of a sample of 367 psychology students, (b) to group students according to their positive or negative perception of academic context (AC) and c) to analyze the effects of AC on workload. To assess the perceived AC, we used an ad hoc questionnaire designed according to Demand-Control-Social Support and Effort-Reward Imbalance models. Using cluster analysis, participants were classified into two groups (positive versus negative context). The differences between groups show that a positive AC improves performance (p < .01) and reduces feelings of overload (p < .02), temporal demand (p < .02), and nervousness and frustration (p < .001). Social relationships with peers and teachers, student autonomy and result satisfaction were relevant dimensions of the AC (p < .001 in all cases).