Impact of Stress on Students Education and Productivity - Research Paper Example

Impact of Stress on Students Education and Productivity Depression is a common disorder that influences nearly every aspect of daily life (Greenberg, Stiglin, Finkelstein, and Berndt 405) including academic and work performance (Hysenbegasi, Steven, and Clayton 145). Research has identified dramatic increase in the levels of stress among students over the period of last 30 years (Sax qtd. in Pritchard and Gregory 19).It is highly critical since stress has huge impact on academic performance. In contemporary world, we spend a huge portion of our lives in work setting. No doubt, work is a source of many for of human gratifications, but it can be a source of serious damage. Stress at work is not only widespread, but also considered to be a part of necessary frustration in daily life. Similarly, students also face stress in their daily routine (Pena and Dayr 17). This research paper explores the impact of stress on a student's education and relationship, and whether healthy anxiety pushes students forward into a motivated work ethic or cause crippled productivity. Pfeiffer defines stress as a physical, mental, or emotional response that stems from an individual's reaction to environmental tensions, conflicts, and pressures (8). Researchers recognize stress as the perception of inconsistency between environmental demands (stressors) and an individual's competence to meet these demands (qtd. in Agolla and Henry 64). Cambell (2006) referes to stress as the adverse reaction to excessive pressures or the requirements people place on them ((qtd. in Agolla and Henry 64). An individual suffering from depression may experience depressive symptoms for a period of 4-6 months ("American Psychiatric Association"). Stress occurs when people are expected to do what they find overwhelming. There is extensive body of research on academic stress among students. Most common stressors are identified as a great number of assignments, intense competition with other students, failures, and financial inability to cope with daily needs (Fairbrother and Warn, 2003) poor relationship with friends or teachers, family problems, institutional level stressors, overstuffed lecture rooms (Ongori, 2007; Awino and Agolla, 2008) semester system and lacking resources to meet all the requirements (qtd. in Agolla and Henry 64) According to Erkutlu and Chatra(2006) observe that with such happenings in student's life, he or she becomes disorganized, disoriented and becomes less capable to deal with them, this situation leads to stress induced health issues. The pressure to perform exceptionally in a certain amount of time makes academic life very stressful (qtd. in Agolla and Henry 64). Stress symptoms are identified as lack of energy, consuming over-the-counter medication, higher levels of blood pressure, depression, insomnia, procrastination, concentration issues, tension, and anxiety as stress symptoms. The extent to which a person is affected largely depends on the way he perceived stress (Agolla and Henry 64). Completion of college or university degree is regarded as a paramount in an individual's success. However, Tinto (1987) observed that approximately 57% students leave their first college without getting degree, 43% drop out altogether (qtd. in Pritchard and Gregory 18).Szulecka, Springett, and de Pauw(1987) identified that major factors that lead to attrition are emotional rather than academic(qtd. in Pritchard and Gregory 18).Leafgran (1989) suggested that emotionally and socially healthy students have more chances to succeed in college(qtd. in Pritchard and Gregory 18). There are several psychological variables which impact college GPA and retention. Lack of emotional health has negative influences on academia performance and retention. Fazio and Palm (1998) identified depression as a major factor that leads to lower GPA among students (qtd. in Pritchard and Gregory 18).Anxious students are more likely to drop out as compared to their less-anxious peers (Tobey qtd. in Pritchard and Gregory 18).Pritchard and Gregory also studied impact of depression and fatigue on GPA and retention and found that critical regardless of gender. They identified perfectionists with more GPA, and stressed out students with lower GPA. Van and Heyningen (1997) found that GPA can be predicted by students' stress levels, routine hassle, and adjustment to campus (qtd. in Pritchard and Gregory 19).Moreover, anxiety levels associated with academic problems also influence retention and adjustment to college (Brooks and DuBois qtd. in Pritchard and Gregory 19).It implies that stress and anxiety levels among students decide their success at campus and future life at workplace. The research highlights a clear association between job stressors and physical and emotional changes in workers. Psychological stressors trigger change in measurements of different bodily chemicals, hormones, and organic functions, in addition to the levels of anxiety. Some stressors are irritating, while some cause serious injury or even death (Pena and Dayr 17). At University of Michigan, John French and Robert Caplan identified that workload among workers can result in the production of at least nine different kinds of psychological and physiological symptoms of strain. They concluded that with the reduction of workload, incident of heart attack can be reduced since four of the signs (job dissatisfaction, high cholesterol level, increased heart rate, and smoking)are directly associated with heart issues(qtd. in Pena and Dayr 17). Based on stress studies on workers, Pena and Dayer tested the hypothesis that workload, boredom, under-stimulation, and demand intensity is also found in student stress(18). McLean identifies that two factors determine the production of symptoms from a specific stressor: the context or external environment, and individual vulnerability at that specific time. Unless the stressor is very strong, stressors produce symptoms only when the context and individual vulnerability becomes counterproductive. On the other hand, an individual can endure otherwise harmful stressors if the context is supportive and vulnerability is low (Pena and Dayr 18). Economic factors also influence employee and students' attitudes, confidence, and overall performance. The situation is particularly true for countries with higher rates of unemployment, inflation, slow growth, and reduced productivity. Though unemployment varies from country to country, but fear of unemployment remains a continuous factor of stress (Pena and Dayr 18).According to Brenner, mental disorders and lack of work or unemployment are correlated. It influences families and students themselves. An accumulation of other factors, such as, family structure, shared responsibilities, changing perceptions about college education, has resulted into potentially negative impact on individual stress level (Pena and Dayr 18-19).According to research, five conditions are considered stressful in workplace, and confirmed the presence of their equivalents in a typical academic setting. These conditions include: job related factors, position and role in organization, relationship at work, organizational structure or culture, and career development. Survey results reveled that highest emotional influence is caused by course overload and excessive study demands. Procrastination, financial issues, uncertain career objectives, and nonacademic commitments are major sources of stress among students (Pena and Dayr 21-25). Numerous studies have shown that intense academic pressures and demands lead to detrimental influences on a student's physical and mental well-being that leads to poor performance. There are numerous factors that cause stress among students and lead to poor productivity levels. A student may find it hard to balance between job, family, relationship, and career development at college. These factors create fears and anxiety and influence their overall life. It is important to note that common stressors may not have any effect on a student, but when combined, student can consider them stressful and have dramatic impact on student's life. In the presence of many stressors with limited resources and time, students are highly likely to become overwhelmed. On the other hand, what one student finds stressful may not work the same way for other student. In order to tackle this issue, Cohen and Mermeistein developed The Perceived Stress Scale that measures amount of stress experienced by students in past semesters (Womble 3). Some students find factors, such as, nutrition, sleep patterns, social engagements, exercise routines, and job as stressors that they need to rise above in order to achieve a higher academic performance. On the other hand, some students may not find these factors as stressful at all. It is crucial to note that amount of stress is determined by the way an individual student perceived stress as his perception defines the amount of stress he is going through(Womble 3). "Academic performance can be viewed as a direct parallel to workforce performance, with students belonging to a unique set of individuals whose ability to perform can be measured on criteria applied by an observer and by self-report"(Hysenbegasi, Steven, and Clayton 145).Prevalence of depression is quite high among students that influences their preparation for entering into the workplace, however, this relationship is not explored adequately (Hysenbegasi, Steven, and Clayton 145). Depression claims a high proportion of its societal cost that results in reduced productivity (Hysenbegasi, Steven, and Clayton 2005; Murray and Lopez 1996; and Greenberg, Stiglin, Finkelstein, Berndt 1996).Others report some subsets of elements of productivity loss, for instance, short-term or long-term disability or absenteeism (Claxton, Chawla, and Kennedy 1999; Birnbaum,Greenberg,Cremieu,Kessler,2000;Conti and Burton 1994; Broadhead , Blazer, Georg , Tse 1990; Kessler et al.,1999; Burton et al.,1999). On the other hand, impact of depression on presenteeism (reduction in on-job productivity) is not investigated directly since employers don't recognize it (Chilcott and Shapiro 1996; Stricker, Rock, and Burton 1996 qtd. in Hysenbegasi, Steven, and Clayton 146). Dramatic increase in students stress levels is a disturbing fact (Sax qtd. in Misera and Michelle). Stressors can be categorized as academic, financial, time and resources related, physical health, or self-created (Goodman 1993; LeRoy, 1988 qtd. in Misera and Michelle).Academic stressors refer to students' perception about the knowledge base requirement and lacking time to meet the requirements( Carveth, Gesse, and Moss qtd. in Misera and Michelle). Research identifies, "students report experiencing academic stress at predictable time each semester eith the greatest sources of academikc tress resulting from taking and studying for exams, grade competition, and the large amount of content to master in a small amount of time" (Abouserie, 1994; Archer and Lamnin, 1985; Britton and Tesserr, 1991; Kohn and Frazer, 1986 qtd. in Misera and Michelle). When students perceive stress in a negative manner or it becomes excessive, they face physical or psychological impairment (Murphy & Archer qtd. in Misera and Michelle) Graduate and undergraduate students have numerous fears, such as, failure and grades, of not meeting their own or others' expectations, job, athletics, threat to academic or career development, rejection, guilt, blow to self-esteem, humiliation, or other individual activities which can have internal or external costs (Schafer qtd. in Pfeiffer 6).Fear of failure can positively drive students to perform well and become productive, however, extreme fear creates unnecessary stress (Pfeiffer 7).Research studies conducted outside of higher education suggest that association between stress and performance is not obvious. Most of the studies claim that higher levels of stress have a direct linear relationship with productivity and performance; however, some suggest stress as essential factor for improving performance. Another model, the inverted U, identifies that some stress is positive while more or less of an optimal level can have a negative impact of performance (Jacobs, Michelle, Christian, and Cary 200).In their study, Jamal and Baba (1992) identified, "…negative relationship between stress and performance was found overall, with those reporting higher levels of stress reporting higher levels of stress reporting lower levels of productivity...difference in the stress-performance relationship as a function of category of employee" (qtd. in Jacobs, Michelle, Christian, and Cary 200). Corpanzano, Rupp, and Byrne (2003) and Halpern (2005) identified a very strong relationship between physical and mental health and stress levels with reduced productivity (qtd. in Jacobs, Michelle, Christian, and Cary 201). Academic stress is usually associated with negative outcomes, for instance, poor health, poor GPA, lesser retention, depression, and consequently, poor academic performance (Rafidah et al., 16).Lesko and Summerfield (1989) find an obvious correlation between the incidence of illness and number of exams and assignments (qtd. in Rafidah et al., 16). Aldwin and Greenberger (1987) also identified that perceived academic stress is directly linked with anxiety and depression among college students (qtd. in Rafidah et al., 16). External environment of context can be as broad as economy or as small as a family. Workers bring the influences from family, economy, community, and society at large to the workplace. Within the organization, they are further influenced by peers, seniors, and subordinates. Similarly, students take their nonacademic life out of university. They bring influences from their family, community, economy, and society into the university as well. With change in these external factors, students' behavior and attitudes at school also change. They are further conditioned by the influences of their peers, administrators, and faculty at campus. A great number of students have to balance their work and study in order to pay tuition fee and other academic costs. Therefore, we can observe complex forms of overlapping stresses in nonacademic and academic environments that constitute a student's life (Pena and Dayr 18).Excess of stress may inhibit students' preparation, focus, and performance, however, positive or healthy stress keeps students motivated and assists them to maintain their best performance level (Pfeiffer 6). Individuals who identify stress as a negative force fail to recognize its potential to generate a positive stimulus. Positive stress holds the potential to drive individuals to achieve more and test their potential to their fullest. Students can realize stress as a challenge that can enhance their capability to learn (Roberts and White qtd. in Pfeiffer 6).The research identifies that stress and its impact depends on individual students. Stress and its detrimental impact largely depends on students own perception about a certain situation. However, it is highly critical to control external environment and utilize stress management techniques at work and campus. Works Cited Greenberg P., Stiglin L., Finkelstein S., Berndt ER . "The economic burden of depression in 1990." J Clin Psychiatry 54.11(1993): 405-418. Greenberg P, Stiglin L, Finkelstein S, Berndt ER. "Depression: a neglected major illness." J Clin Psychiatry 54.11(1993): 419-424. Murray, C. J., and Lopez,A. D. The global burden of disease .Geneva, Switzerland: World Health Organization, 1996.Print. Claxton, AJ. , Chawla, AJ. , Kennedy, S. "Absenteeism m am on g employees treated for depression." Occup Environ Med. 41.7(1999): 605-611. 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