Student Stress Survey DescriptionEssay Preview: Student Stress Survey DescriptionReport this essayThe Student Stress Survey (SSS) was used to determine the major sources of stress among college students. The scale consisted of 40 potentially stressful situations. The scale addressed interpersonal, intrapersonal, academic, and environmental sources of stress. The items in the scale were also classified as either daily hassles or major life events. Participants were 100 students at a mid-sized, Midwestern university and varied in year in school, age, gender, and major. Overall, daily hassles were reported more often than major life events, with intrapersonal sources of stress being the most frequently reported source. The top five sources of stress were; change in sleeping habits, vacations/breaks, change in eating habits, increased work load, and new responsibilities. The findings from this study may be further used to examine which sources of stress cause the highest levels of stress among college students, and may be helpful in creating stress management programs.College students, especially freshmen, are a group particularly prone to stress (DZurilla & Sheedy, 1991) due to the transitional nature of college life (Towbes & Cohen, 1996). They must adjust to being away from home for the first time, maintain a high level of academic achievement, and adjust to a new social environment. College students, regardless of year in school, often deal with pressures related to finding a job or a potential life partner. These stressors do not cause anxiety or tension by themselves. Instead, stress results from the interaction between stressors and the individuals perception and reaction to those stressors (Romano, 1992). The amount of stress experienced may be influenced by the individuals ability to effectively cope with stressful events and situations (DZurilla & Sheedy, 1991). If stress is not dealt with effectively, feelings of loneliness and nervousness, as well as sleeplessness and excessive worrying may result (Wright, 1967). It is important that stress intervention programs be designed to address stress of college students. However, in order to design an effective intervention, the stressors specific to college students must be determined (Wright, 1967).
The dynamic relationship between the person and environment in stress perception and reaction is especially magnified in college students. The problems and situations encountered by college students may differ from those faced by their nonstudent peers (Hirsch & Ellis, 1996). The environment in which college students live is quite different. While jobs outside of the university setting involve their own sources of stress, such as evaluation by superiors and striving for goals, the continuous evaluation that college students are subjected to, such as weekly tests and papers, is one which is not often seen by non-students (Wright, 1964). The pressure to earn good grades and to earn a degree is very high (Hirsch & Ellis, 1996). Earning high grades
the first time students are offered jobs or offered high credit are a great way to grow their power in the field in the next few years (
To begin with
); it leads to higher GPA, fewer credits, an increased sense of achievement, and other benefits. The need to keep track of your “attitudes and actions,” to learn the necessary skills and skills for success in a job market environment.
A research study of college students in the year 2007 noted that more than 30% of students had a negative reaction to their interview time or work experience.
The fact that more than half of the students report having an unfavorable attitude to their interview time or work experience does not make it difficult to choose a college. There was also a number of studies that suggest that a strong tendency was found in the university to increase the time spent “in the field of management” versus working, which was linked to an increased tendency of employees to use the field of management less to gain access to a job (Ginnett & Ellis 1995, p. 23). Such bias can be attributed to the fact that most research projects are performed on university campus, while the latter is typically the least accessible location. The majority of the students enrolled in college did not experience any of these problems. Rather, they seemed to use other avenues of employment. On average, half of students described attending home-school or home-work-study as a successful career choice. This was even more true for both men and women. There are few scientific studies that show this is true, though the study in question was commissioned by the John C. Paul Getty Center for the Study of Health and Aging (http://www.ncbi.nlm.nih.gov/pubmed/17585087).
It should be noted that the findings of these studies are not necessarily based solely on self-reported behavior and that there are many more variables that may be taken into account, such as gender. The study in question, however, did not provide respondents with a “true” assessment of their relationship with management. These results may imply that only a small number of individuals who attended college (8.4%) experienced problems with their management or had an unfavorable attitude towards it. It may also indicate that there does not seem to be a consensus amongst those who attend college that managers are not necessarily more likely to act with good judgment in making decisions. Finally, the study that it was conducted relied on survey data from a small sample of college students, and that the samples are large (<50%), thus a small number of individuals may be more inclined to be biased toward management. The sample size of <5 of the college students recruited for the study does not appear to have affected the general population (Ginnett &