Integr. J. Soc Sci., 2019, 6(2), 44-48 . Article .

INTEGRATED JOURNAL OF
SOCIAL SCIENCES

Stress among students: An emerging issue

Anjali Rana,* Renu Gulati, Veenu Wadhwa
Department of Human Development and Childhood Studies, Institute of Home Economics, University of Delhi, Hauz Khas, New Delhi-110016,
India
Received: 29 May 2019, Accepted on: 30 June, 2019 Published on: 3 July, 2019

ABSTRACT
This research paper aims to review the literature on stress; sources of stress; signs and symptoms of stress; and adverse
effects of stress on students’ health and well-being. Students of the modern era are living in a highly competitive world
which exerts lots of stress on students to survive in this era. Stress is an unavoidable phenomenon in all aspects of human
life. Stress is an emotional imbalance which may occur due to various reasons such as tests, papers and projects,
competitive nature within one’s chosen field, financial worries about school and future employment prospects. Stress can
be negative or positive to an individual, depending on the strength and persistence of the stress, the individual’s
personality, cognitive appraisal of the stress, and social support. Stress affects students academically, socially, physically
and emotionally.
Keywords: Stress, Stressor, Students, Effect of stress.

Introduction the concept of stress under the following objectives:

In today's competitive world every student will feel the Objectives

effect of stress at some point of time in their life. Some 1. To understand the concept of stress and sources of
34 students feel more stressed out in comparison to the others, stress affecting students.
some students handle the stress more efficiently than others
but no one can completely roll out stress from their lives. 2. To examine the signs and symptoms of stress; and the
Thus, stress is an unavoidable phenomenon in all aspects of effects of stress on students.
human life. It is the body's non-specific response or reaction The results of the study have been organized objective
to demands made on it, or too disturbing events in the wise, which are as follows:
environment (Rosenham & Seligman, 1989; Selye, 1974). It
is a process by which we perceive and cope with
environmental threats and challenges (Myers, 2005). It can
Objective 1: To understand the concept of stress and
be explained in terms of sadness, worries, tension,
sources of stress affecting students.
frustration which leads to depression which is temporary or
may last for long. The presence of stress depends on the
presence of the stressor. Feng (1992) and Volpe (2000)
defined stressor as anything that challenges an individual’s 9 1.1. Basic concept of stress
adaptability or stimulates an individual’s body or mentality. We all talk so much about stress but often it’s not clear
Considering the holistic nature of stress, we have reviewed what stress really is all about? We are well aware of some
terms that are used synonymously for stress. These terms
are stress, strain, conflict, burnout, depression and pressure.
* Correspondence to: Anjali Rana The original definition of stress formulated by Selye (1983)
9
Department of Human Development & Childhood Studies was, "Stress is a non-specific response of the body". Stress
IHE, University of Delhi, is an unavoidable phenomenon in all aspects of human life.
Hauz Khas, New Delhi-110016, India Stress is an emotional imbalance which may occur due to
Tel: several reasons such as tests, papers and projects,
Email: [email protected] competitive nature within one’s chosen field, financial
----------- worries about school and future employment prospects
(Ross et al., 1999; Herold, 2018). According to Lazarus &
Cite as: Integr. J. Soc. Sci., 2019, 6(2), 44-48. Folkman (1984), stress is a mental or physical phenomenon
formed through one’s cognitive appraisal of the stimulation
©IS Publications IJSS ISSN: 2348-0874 and is a result of one’s interaction with the environment.
http://pubs.iscience.in/ijss The presence of stress depends on the presence of the
stressor. Feng (1992) and Volpe (2000) defined stressor as
anything that challenges an individual’s adaptability or

Integrated Journal of Social Sciences Integr. J. Soc. Sci., 2019, 6(2), 44-48 44
 stimulates an individual’s body or mentality. Stress can be periphery (McCarty, 2000). Cannon (1932) proposed that
caused by various factors like environmental, psychological, when the organism perceives a threat, the body is rapidly
biological, and social. It could be negative or positive for an aroused and motivated via the sympathetic nervous system
individual, depending on the intensity of the stress. From and the endocrine system to regain homeostasis. These
the above discussion, one can view stress as a response, bodily systems mobilize the organism to attack the threat or
a stimulus, and a transaction. to flee; therefore it is called the fight-or-flight response.
Both Cannon's (1932) early fight/flight model and Selye
(1936) GAS regarded the individual as automatically
Stress as a response responding to an external stressor.
Stress as a response model was initially introduced by
Hans Selye (1956), in which he describes stress as a 37
Stress as a stimulus
physiological response pattern, which he describes within
29 his general adaptation syndrome (GAS) model. Selye The concept of stress as a stimulus was introduced in the
(1936, 1956, 1974) was popularly considered to be the 1960s and viewed stress as an important event or change of
father of the stress theory; in fact, he gave the field its name an individual’s life that demands response, adjustment, or
and provided one of the first systematic descriptions of adaptation. Adolf Meyer, was one of the first to consider
stress responses (Roskies, 1991). Selye’s (1936) definition the importance of daily life events systematically. He noted
of stress is: "the non-specific response of the body to any stressful events in his patients lives through "life charts" and
demand placed upon it". He postulated that the stress made the important observation that illnesses tended to
response / GAS consists of three stages, namely the alarm cluster at those times when major events occurred. Drawing
phase, resistance phase and exhaustion. on this finding, Holmes and Rahe (1967) constructed the
Social Readjustment Rating Scale (SRRS) comprising of 42
life events. Each item (life events) was scored according to
Stage one: Alarm reaction the estimated degree of adjustment the person was
experiencing (e.g., marriage, divorce, relocation, change or
The alarm reaction describes Cannon’s original flight-or- loss of a job, loss of loved one). Holmes and Rahe
-fight response. In this stage several body systems are conceptualized that stress was an independent variable in
activated, primarily the nervous system and the endocrine the health-stress-coping equation, which means stress is the
system, followed by the cardiovascular, pulmonary, and cause of an experience rather than the experience itself. This
musculoskeletal systems. Like a smoke detector alarm model is a photography-inspired lens-and-filter model to
buzzing late at night, all senses are put on alert until the explain the development of illness in response to the
danger is over. 38 experience of stressful life events. Rahe and Holmes
originally viewed humans as a passive recipient of stress,
who had no role in determining the degree, intensity, or
Stage two: Stage of resistance valence of the stressor. Later, Rahe introduced the concept
In the resistance stage, the body tries to revert to a state of interpretation into his research (Rahe & Arthur, 1978),
of physiological calmness, or homeostasis, by resisting the suggesting that a change or life event could be interpreted as
alarm. The body stays activated or aroused, usually at a a positive or negative experience based on cognitive and
lesser intensity than during the alarm stage but enough to emotional factors. However, the stress as a stimulus model
cause a higher metabolic rate in some organ tissues. One or fails to address the significant variables such as previous
more organs may in effect be working overtime and, as a learning, environment, support networks, personality, and
result, enter the third and final stage. life experiences.

Stage three: Stage of exhaustion Stress as a transaction

Exhaustion occurs when one (or more) of the organs The transactional theory of psychological stress (Lazarus
targeted by specific metabolic processes can no longer meet & Folkman, 1984) has been the most influential theory,
the demands placed upon it and fails to function properly. generating the most research. This theory suggests that
This can result in death of the organ and, depending on stress only occurs when people judge their coping skills to
which organ becomes dysfunctional (e.g., the heart), be inadequate to meet the current demand (Rice, 1999).
possibly the death of the organism as a whole. Lazarus and Folkman (1984) assume that stress and health
have reciprocal influences, in other words, stress can have a
Selye (1956) attempts to popularize the concept of stress powerful impact on health and health can influence a
as it relates to physical and mental health of an organism person's resistance or coping ability. Stress is also described
9
which was extremely successful. In contrast, his as a relationship between the person and the environment
conceptualization of stress and the details of the GAS have (Lazarus & Folkman, 1984). The theory describes two
not stood the test of time. processes, cognitive appraisal and coping, as a major
Apart from Seyle’s GAS model another american mediator of stressful relationships between person-
physiologist W.B. Cannon (1932) describes stress as a environment. Cognitive appraisal is a process through which 38
response in his flight-or-fight model. In his model, he linked the individual assesses whether or not a particular
emotional expression to physiological changes in the interaction with the environment is relevant to their well-
being and, if so, how. Lazarus and Folkman (1984)

Integrated Journal of Social Sciences Integr. J. Soc. Sci., 2019, 6(2), 44-48 45
suggested three appraisals that provide meaning and Everybody has their own pattern of the stress response.
influence the coping process. Primary Some of us know their stress response pattern and can find
appraisal involves determining whether the stressor poses a the cause of the problem by taking a look at the severity of
threat. Secondary appraisal involves the individual’s their own symptoms or changes in behaviour. Few common
evaluation of the resources or coping strategies at his or her signs and symptoms of stress are listed below:
disposal for addressing any perceived threats.
The reappraisal process is an ongoing process which
continuously reappraises both the nature of the stressor and • Students may be experiencing irritability because of
the available resources to respond to the stressor. lack of proper sleep at night.
• They may be unable to concentrate on academics and
1.2. Sources of stress sports.

Bernstein et al. (2008) define the sources of stress as any • Students may be having unexplained fears or
circumstances or event that threatens to disturb the day-to- increased anxiety.
day functioning of an individual and force them to make • Students separate themselves from family activities
adjustments. These sources of stress are called “Stressors”. or peer relationships.
Stressors are demands of the internal or external
environment that upsets the balance, affecting the physical • Students may be experimenting with drugs and
and psychological well-being of an individual which alcohol.
requires immediate action to restore balance (Lazarus & • Students may complain about headaches or stomach
Cohen, 1977). They differ from the degree of severity and aches.
duration of stress; however, what is stressful to an
individual may not be a stressor to another. Cherian and • Students may have a poor appetite and low immunity.
Charian (1998) found that the main source of students stress
was related to the following categories (in descending order
of frequency);(i) studies; (ii) work, career and future; (iii) 2.2. Adverse effects of stress on students
sensitivity, and confidence; (iv) family; (v) economic Students are experiencing high levels of stress in many
problems and lack of facilities; (vi) mild neurosis; (vii) sex areas of their life. The combination of a busy life with
and marriage; (vii) self-schedule and independence; (ix) education is causing stress and depression. Minimal stress is
social problems; (x) health and physical matters; (xi) self beneficial and may result in excellent performance.
and self– image. However, uncontrolled stress can lead to exhaustion,
Wills and Shiffman (1985) have classified three types of depression and several other sicknesses. The stress that
stressor according to the effects of their duration. The first is students experience can test their ability to cope and their
called major life events, which are acute but of relatively ability to adapt. The impact of stress on students can be
short duration, for example, an illness, a move to another looked at from various angles. According to Centre (2010);
school, or the death of a loved one. The second type is the Stress affects students academically, socially, physically and
everyday problems of life, such as hassles in dealing with emotionally.
crowds on a bus, waiting in a line, or having an argument
with a store clerk. A third type is enduring life strain - the
chronic, long-term pressures associated with the Impact of stress academically
performance of roles, such as being a student or teenage son
Students are facing various academic problems in today's
or daughter. Pereira (1997) categorised sources of stress
highly competitive world, which includes exam stress, lack
within four main areas: Personal problems (homesickness,
of interest in attending classes, and inability to understand
loneliness, suicide, shyness, family problems); academic
the topic. Academic stress is the major cause of stress
problems (lack of motivation, examination stress,
among adolescents and may result in low self-esteem. Most
withdrawal and drop out, academic work, facilities, lectures,
of the psychological problems such as depression and
other students, ethnic problems); financial and
suicide occur as a result of low self-esteem (Nikitha et al.,
housekeeping problems (financial problems,
2014; Sahu, 2016). Hussain et al., (2008) observed that the
accommodation);and security problems (sexual assault,
magnitude of academic stress among the public school
violence at student social events, bullying, drugs and
students was significantly higher while the level of
alcohol).
adjustment of government school students was significantly
better. However, reverse but significant relationships
between academic stress and adjustment have been found
Objective 2: To examine the signs and symptoms of stress; for both the student group and each school type whereas
and the effects of stress on students. Singh and Upadhyay (2008) observed that students in the
first year experienced higher degree of academic stress in
comparison to the students in the third year and female
2.1. Signs and Symptoms of stressful behaviour of students perceived more academic stress in comparison of
students the male students.
Individual responses to stress differ depending upon their
personality, early upbringing and life experiences.

Integrated Journal of Social Sciences Integr. J. Soc. Sci., 2019, 6(2), 44-48 46
 40
Impact of stress socially phenomenon in all aspects of human life. Stress is a
physiological and psychological imbalance. It arises due to
Students are social beings by nature, as they have an
the demands of a person and that person’s inability to meet
essential need and wish to uphold helpful social relations.
those demands. Stress may be negative or positive for an
Social relationships can offer nurturance, foster feelings of
individual, depending upon the strength and persistence of
social inclusion, and lead to reproductive success. Anything
the stress, the individual's personality, cognitive appraisal of
that disrupts or threatens to disrupt their relationships with
the stress, and social support. The presence of stress
others can result in social stress (centre,2010, Chatterjee,
depends on the presence of the stressors. Stressors are
2018). Arun and Chavan (2009) found a significant
demands of an internal or external environment that upsets
correlation between student’s perception of life as a burden
the balance, affecting the physical and psychological well-
and the class they were studying. Munni and Malhi (2006)
being of an individual which requires immediate action to
reported poorer school performance and adjustment scores
restore balance (Lazarus & Cohen, 1977). Thus, it is the
among adolescents exposed to violence. In the long run, all
wake up call for parents, teachers, and counsellors to teach
social effects give bad names and status to students
students the stress coping skills for their better future and
displaying these behaviours that will adversely affect their
healthy well-being. 35
academic life.
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