Effects of stress on undergraduate academic performance

Effects of stress on undergraduate academic performance Studies have identified that the sources of stress, which influence the performance of students, change because of the wide extent of stressors whilst at university. Stress is one of the most common emotions that are experienced by human beings (Alansari, 2006). There can be a number of reasons why students develop stress, personal factors that are unique to the individual are categorised by the demographic classification. Students can have an increase in stress because of the year in which they are in (Naidu et al, 2002) (Sanders et al, 1999)) this may relate to the increased workload from the progression of the course. Age can be another contributing factor, with older students having more pressure to achieve a higher standard of academic performance when compared to younger students (Naidu et al, 2002), (Sanders et al, 1999)). When starting university there may be changes taking place that are new to the individuals thus leading to stressors that can include an impact upon the health of the individual. According to Liu, Shono Kitamura (2009), The concept of well-being refers to optimal psychological functioning and experience. This shows that when a person has a positive wellbeing, it will reflect in their day-to-day living, such as doing housework, maintaining good personal hygiene and completing tasks on time. Naturally, if a person is not in optimal mental shape, they will not be performing to their best potential, possibly having a negative effect on their lives. If this happens during University, there will be a high amount of risk of failure. People attend a University to better themselves academically so they can be successful in the future, providing a safe environment in terms of money and lifestyle. University is also a big financial obstacle in modern times, so adverse grades would ultimately b e a waste of money. An increase in depressive students in counselling, in the UK has led psychologists to wonder whether the financial hardship that some students face, may be severely influencing students mental health (Royal College of Psychiatrists, 2003). In a study by Andrews Wilding (2004), nearly 10% of the first year students, who had answered the survey, became depressed during their first semester, whilst 20% became anxious during their studies. The prime reason for these depressive episodes was due to financial difficulties and relationship problems (separated from significant other). This ultimately led poor performance during the end of term examinations. The personal factors that students experience can have adverse effects on their health through stress. These include the financial implications that can arise from the nature of being independent at university (Garbee et al, 1980), (Grandy et al, 1989) which can relate to the social class (Fredericks et al, 1967). Family issues have been proven to contribute towards the stress of students whilst they are staying away from home if a problem occurs (Garbee et al, 1980). An increase in depressive students in counselling, in the UK has led psychologists to wonder whether the financial hardship that some students face, may be severely affecting students mental health (Royal College of Psychiatrists, 2003). In a study by Andrews Wilding (2004), nearly 10% of the first year students, who had answered the survey, became depressed during their first semester, whilst 20% became anxious during their studies. The prime reason for these depressive episodes was due to financial difficulties and relationship problems (separated from significant other). This ultimately led poor performance during the end of term examinations. Sell Robsons (1998) study into student life at the prestigious Oxford University found that out of the 318 respondents to the Questionnaire, a third felt that they were discriminated against due to their social class (not being invited to balls) ,despite enjoying the overall experience. In addition, 1/3 of female undergraduates had been sexually harassed or discriminated against during their time at university. Their overall learning experience had been stopped abruptly due to differences in gender, which would be an extremely troubling experience. The study also found that there was a large prevalence of Class A drug taking and overuse of Alcohol during the respondents time at university, providing a possible solution to stressful experience or a route provided by peer pressure (Kosviner, Hawks Webb, 1973) If the student is from another country there may be a language barrier can cause stress through an increased workload, a lowering of the conceptual understanding of the learning content and being unfamiliar with processes (Acharya et al, 2003). Although, in Li, Lin, Bray and Kehles 2005 study, it was clear that the some of the reasons for stress may vary cross culturally. Their study found that the main cause of Anxiety among Chinese undergraduates was because of competition with other students and inadequate learning facilities, where as the factors affecting American students usually were due to relationship problems between the student and their significant other or parent. The poor learning resources provided to some Chinese students would of course impair learning, yet is overshadowed by the constant need to perform better than any other student is. This shows that possibly in eastern cultures, money and time management are not as central to learning as in the West. The housing where the student resides can influence health by introducing stress because of financial worries ((Naidu et al, 2002)). Some studies do report that stress is higher amongst those who live away from home (33) as opposed to those who live with parents. Yet on the other hand, other studies show that people who live at home are more stressed (Omigbodun et al, 2006). The academic factors which contribute towards the stress of students can vary depending on the personal factors indicated above including the lack of confidence that the student will perform to their full potential (Heath et al, 1990), (Acharya et al, 2003) this can be influenced by the competition which is within and between peer groups (Rosli et al, 2005), (Goldstein et al, 1979). Examinations can influence the amount of stress that a student is exposed to (Rosli et al, 2005), (Sanders et al, 1999) and the general fear of unemployment after graduating, especially within the current economic climate (Al-Omari et al, 2005), (Morse et al, 2007) A 2007 study by Henry Chow measured the achievement and psychological well-being of students from the University of Regina, Saskatchewan, Canada. He found that the most common factors affecting academic performance were the amount of time spent studying, the physical health of the student and the struggle to attempt a balance between their social life and work time. Chows study found that those students who were of good physical health (regular exercise/ good diet), were financially secure and set out goals for the future fared better during their undergraduate years. In regards to the latter statement, the fact that the students knew what they were aiming for academically, meant that they were not preoccupied during their work, thinking about their forthcomings. The academic factors, which influence the levels of stress of students, can fluctuate according to their level of study (Naidu et al, 2002), (Sanders et al, 1999). However, the main factors remain significant in their contribution towards stress. These factors include the fact that during examination periods students are under more pressure to perform to their full potential (Rosli et al, 2005), (Sanders et al, 1999), yet on the contrary the opposite can occur because of the influence that stress could have on memory. The influence that stress has on memory is that the Hippocampus is extremely vulnerable to long term stress, due to the high numbers of Glucocorticoid receptors. It is also extremely vital in terms of memory consolidation. During a stressful period, the Hippocampus is bathed in Cortisol, shrinking it, which will impair memory retrieval, particularly of facts. For example, if an individual needs to hastily remember a lot of information for an exam, but has left it to the last minute, they will probably be fairly stressed. In turn, this will mean that any revision that they will do the night before will be not remembered, due to the deactivation of the hippocampus. The Basal Ganglia and Cerebellum, which are vital for remembering skills, will not be affected, meaning day-to-day activities such as driving or showering will not be impaired during stressful times. Although, social matters do not necessarily always affect Students stress levels; it is possible that the course itself is the cause of anxiety. An Australian study into the academic performance of nursing students (Lo, 2002) found that the main cause of stress during study was because of the challenging medical curriculum. Finance, family issues and healthy living surprisingly followed this. In addition, it was found that depression was much more prevalent among second year students, than first or third year undergraduates were. Likewise, a similar study into medical undergraduates in Pakistan found that stress was linked to curriculum, but also to parental expectations. This shows that there may be a possible link to stressful periods with high academically demanding degrees i.e. doctors and nurses being associated with being more academic than others, thus providing a level of honour among families (Shah, Hasan, Malik Sreeramareddy, 2010). Jones, Dean Los (2002) study found that physical inactivity resulted in the students who were more anxious developing high blood pressure, due to the stress from university. Although, it can be seen that due to the high amounts of anxiety, the student would be less likely to take up exercise, possibly due to financial difficulties or simply just a lack of time. Chapel, Blanding, Silverstein, Takahashi, Newman, Gubi McCann (2005) examined specifically Test Anxiety and its effect on academic performance through high or low Grade point averages. It was found that females with low-test anxiousness had significantly higher average grades than females who are highly stressed around the exam period. Out of the 4,000 undergraduate sample used, females had significantly higher grades than male undergraduates did. Although, it was found that females also had the highest amount of test anxiety in the run up to the examination period. A 2008 study by Bayram Bilgel focused on a recent international concern that the mental health and general wellbeing of students was rapidly becoming more negative. Using a 1,617 Turkish student sample, they found that first and second year undergraduates reported the highest amounts of stress. In the questionnaire (Depression Anxiety and Stress Scale), students were asked to rate the level of satisfaction they had with the course. The majority who were very satisfied with the course also had a low depression level. Similarly, Chambel Curral (2005) gave 825 Portuguese students a questionnaire designed to measure the levels of academic work, amount of peer support and satisfaction with academic life. It was found that levels of overall happiness had a direct impact on positive or negative academic performance. If a person is not satisfied with their course, their future options may be constantly on their mind, diverting their attention away from their current studies. The symptoms that stress has on student academic performance can be explained through a number of pathways. These different pathways include Anxiety (Grandy et al, 1984), (Heath et al, 1990) Depression (Grandy et al, 1984), (Heath et al, 1990) Sleeplessness (Tisdelle et al, 1984) which can lead to Memory problems (Davis et al, 1989).The Hippocampus is extremely vulnerable to long term stress, due to the high numbers of Glucocorticoid receptors. It is also extremely vital in terms of memory consolidation. During a stressful period, the Hippocampus is bathed in Cortisol, shrinking it, which will impair memory retrieval, particularly of facts. For example, if an individual needs to hastily remember a lot of information for an exam, but has left it to the last minute, they will probably be fairly stressed. In turn, this will mean that any revision that they will do the night before will be not remembered, due to the deactivation of the hippocampus (Rosli et al, 2005). The Basal Ganglia a nd Cerebellum which are vital for remembering skills will not be affected, meaning day to day activities such as driving or showering will not be impaired during stressful times (Ng et al, 2003). Conclusion

Teens and Premarital Sex :: Sexual Education Pregnancy Marriage

The Impure Waterwheel Have you ever seen a watermill? Turning continuously, they are bound in an eternal cycle. Continually spinning,, the lack of purity in the United States can be compared to that watermill, a never-ending cycle that threatens to spin out of control. We must intercede. Sex out of wedlock creates dysfunctional families, and teens searching for â€Å"more† in life, who often turn to the reason they're feeling so glum, sex. Having sex out of wedlock is a big problem in the United States that needs to stop. Strained by relationships on the verge of collapse and peer pressure, many teens turn to sex as an escape. Hardly sixteen, Jamie Lynn Spears is an excellent example of how family problems can pressure someone to do things they know they shouldn’t. Jamie Lynn’s sister, Brittany Spears, is undergoing extensive criticism from the media about her recent mental breakdown, this pressure from the paparazzi has taken its toll on Jamie Lynn’s life and she made a bad choice, as so many young people today do. With the baby, that so often follows sex out of wedlock many times a â€Å"family† is quickly formed out of girlfriends and boyfriends who think they’re â€Å"in love†. In many cases, one of the parents will leave, forming yet another dysfunctional family. Dysfunctional families are often unloving and make childhood difficult. Wrestling with their own problems many single parents will simply hang their children out to dry. Basically neglected, children deem themselves extremely reviled and not good enough. Off this assumption of worthlessness, many young people will label or allow themselves to be labeled as â€Å"unloved†. Hated by their parents, or at least feeling they’re hated, teens will go to extensive lengths to find self-worth. While they realize they will never be able to replace their parent’s love, adolescents will always try to find meaning. Teens will search for something â€Å"more† in life, which they never got in their childhood always. If they feel they can’t earn their parent's love young people will turn to other things to satisfy their need to be accepted. Grossly, many teens turn to drugs or alcohol to try to forget their life. Tortured by life, some people turn to popularity to appease their soul, but none of these alternatives can. Craving love, many teens turn to sex as an alternative to facing reality, or simply as a place to find the love they’ve never felt.

Religious Backgrounds

My Religious Background I am catholic. I was raised by catholic parents who were raised by catholic parents. Even all of my great grandparents except for one couple were catholic, and beyond that I have no idea. My Grandpa was the only one who was not raised catholic, but converted soon after he married my Grandmother and is buried in a catholic cemetery. I have always agreed with everything that The Catholic Church has taught me, but I feel like that may be because I have never known any other belief.I have been in Catholic school since kindergarten and rarely learned about other religions other than how they differed from my own faith. The only two things I can think of that I may disagree with The Catholic Church on are really more political matters than they are matters of God. For instance, it is taught that a marriage is not complete without the act of sex. For a marriage to be valid under God, the couple must have sex. When I heard this, I immediately thought about men who hav e been paralyzed from the waist down who would not have this opportunity.When I asked my teacher about that situation she said that the marriage was invalid due to the situation, but that there may be drugs out there that could help the situation. That was something I couldn’t believe. It made me feel like we were ousting them from the church because they were paralyzed. It seems to me that these men have been through enough trouble in their lives and shouldn’t need anyone’s permission to marry a woman who they are to fall in love with. The other concept I disagreed with was the idea of same-sex marriage.Maybe it is just that I have issues with marriage in general, but I feel like two people who love each other should be able to marry legally. Now, that being said, I do agree with the church that it is not necessarily what God had in mind, and I do not really feel comfortable saying that I think God is â€Å"in favor† of same-sex marriage, but I would lik e to see the church say that legally same sex couples should be able to marry. I imagine the reason I feel this way could be because my aunt is a homosexual and is legally married to her life-partner and they are very happy.I believe they were married in Illinois, but do not quote me on that. It just bothered me that they had to travel all that way to get legally bonded and it is not even valid in the state they live in. In other words, I agree with the church on the concept that they shouldn’t be married under God, but I see no reason that two people who really do truly love each other cannot be bonded together and share the same benefits that couples of the opposite sex share in marriage.

Reflection On Special Education - 1855 Words

Throughout sequence three, we touched on two main topics: policy and assessing diverse students. In the policy module, we focused on learning about policies that will affect all students, including minorities. We went over policies like No Child Left Behind (NCLB) and Every Student Succeeds Act (ESSA) and saw how these policies and others like them played out in the classroom. The objective of the class was to learn how policy affects teachers and schools at the micro and macro level. During TLSC 220, we learned about assessing and supporting students with diverse needs, mostly English language learners (ELL) and children with special needs. In the ELL section, we were assigned a student who was identified as ELL and assessed them on their†¦show more content†¦Teachers are impacted by national policies as well. One of these policies is the Individuals with Disabilities Education Act (IDEA). This is a policy that provides resources for students with disabilities. These servic es include pull out/push in teachers, school therapy, extra time, and many others. It keeps public schools accountable for doing the most they can to protect students with special needs. This act can impact teachers in different ways as well. It can hinder them because students are periodically leaving the classroom and missing parts of the lesson to go to a pull out service or therapy. My student I was observing at St. Benedict had to leave class for pull out classes every day along with three other students and my cooperating teacher expressed to us how frustrating it is to have those students gone for the lesson and then having to teach them separately. These services do, however, help teachers because the students are getting what they need in school. If they were not getting special help they might be more disruptive to the rest of the students and the teachers so overall it is good for them. Other local policies, like IDEA, can impact both the way students learn and the way te achers teach. Lastly, international policies have the ability to impact teachers all over the world. Because policies are different in every country it is impossible for all students to be on the same level at the same time. For example, in America, most states implement commonShow MoreRelatedSpecial Education Reflection1329 Words   |  6 PagesRunning Head: REFLECTION PAPER Reflection Paper En Tseh Wang Lehigh University Special Education 332 (Education and Inclusion of Individuals with Special Needs) has been enlightening for me as a secondary mathematics educator. In the beginning of the semester, my feelings towards special education were those of apathy and insensitivity. I now understand that my feelings were due to my lack of knowledge and my judgment based on stereotypes. 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