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Table of Contents
ORIGINAL ARTICLE
Year : 2020  |  Volume : 7  |  Issue : 3  |  Page : 52-54

Stress and its management strategies among the students of undergraduate level: An original research


1 Private Practicing Clinician, MDS, Parbhani, Maharashtra, India
2 Assistant Professor, Department of Periodontology, Saraswati Dhanwantari Dental College, Parbhani, Maharashtra, India
3 Assistant Professor, Department of Prosthodontics, Bharati Vidyapeeth Dental College and Hospital, Navi Mumbai, Maharashtra, India
4 Assistant Professor, Department of Periodontology, Dr. Rajesh R. Kambe Dental College, Akola, Maharashtra, India
5 Assistant Professor, Department of Oral Medicine and Radiology, Dr. Rajesh R. Kambe Dental College, Akola, Maharashtra, India

Date of Submission09-Jul-2020
Date of Acceptance11-Aug-2020
Date of Web Publication29-Sep-2020

Correspondence Address:
Dr. Reshma Avhad
403, Chariot Apartment, Navghar Road, Mulund East, Mumbai - 400 081, Maharashtra
India
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Source of Support: None, Conflict of Interest: None


DOI: 10.4103/INPC.INPC_29_20

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  Abstract 


Introduction: Everyone is under stress at some times in their lives, which is an uncomfortable situation that affects our sense of well-being and quality of life.
Aim and Objectives: The present study was done to identify the main sources among students of stress, discover their coping strategies during stress, and how they overcome stress.
Materials and Methods: This descriptive, cross-sectional study was conducted at Dr. RRK Dental College and Hospital, Akola. A total of 339 students were asked using a self-structured questionnaire.
Results: While asking the information about stress, it was found that 75.9% of students were having stress in their life. Nearly 58.4% of students consider study-related stress as the main reason, followed by educational stress (15.8%). Around 79.3% of the students felt fatigue when exposed to stress. The students (86.1%) were finding difficult to concentrate on day-to-day life under stressful conditions. Nearly 75% of students felt anxiety and restlessness during stress.
Conclusions: We found that students were exposed to stress, and academic or study-related stress was the main reason.

Keywords: Anxiety, coping with stress, dental students, stress, tension


How to cite this article:
Adhyaru H, V. Kurien VT, Sethumadhavan J, Gholap P, Avhad R, Naranje N. Stress and its management strategies among the students of undergraduate level: An original research. Int J Prev Clin Dent Res 2020;7:52-4

How to cite this URL:
Adhyaru H, V. Kurien VT, Sethumadhavan J, Gholap P, Avhad R, Naranje N. Stress and its management strategies among the students of undergraduate level: An original research. Int J Prev Clin Dent Res [serial online] 2020 [cited 2020 Oct 20];7:52-4. Available from: https://www.ijpcdr.org/text.asp?2020/7/3/52/296540




  Introduction Top


Stress is a part of day-to-day living. In our lives, we are often exposed to situations that produce stress. Speaking in public might be stressful for some people, while it may be relaxing for others. Any event or circumstance that strains or exceeds an individual ability to cope is called stress (Labey, 2003, P. 500).[1] A layperson may define stress in terms of pressure, tension, unpleasant external forces, or an emotional response.[2] Stress is an abnormality in behavior, psychology, emotional outburst, restraint in performing day-to-day routine work, or physiological changes in human being. It is also a part of every student daily life. A student's life is subjected to different kinds of stressors such as the pressure of academics with an obligation of success, uncertain future, and difficulties envisaged for integration into the system. These students face social, emotional, physical, and family problems, which may affect their learning ability and academic performance (Buksh Q et al., 2011; Chewgrahan, Rogers, and Yassin, 2003).[3] Accumulate stress causes frustration, depression, and anxiety and can lead to attention-deficit hyperactivity disorder, substance abuse, antisocial behaviors, and even violence. Stress has become an important topic in the academic circle as well as in our society. Researchers have identified a number of stressors in an academic institution such as many assignments, competition with other students, failures, lake of pocket money (Fairbrother and Warn, 2003), poor relationship with other students or teachers, family, or problems at home. Stress that the students feel as they start exams that they have prepared for is much different than the stress felt by students who have not taken their time to study.


  Materials and Methods Top


The objectives of the present study were: (a) to analyze stress among the students, (b) to identify the main sources of stress among the students, and (c) to understand the coping strategies adopted by the students and how they overcome stress. A cross-sectional study was conducted. The institutional ethical committee approved the study. For this purpose, the population of the study was all male and female students of Dr. RRK Dental College, Akola. Completion of the questionnaire was voluntary. Data were collected by a guided self-administered questionnaire. Data for 11 of the 350 students were discarded because they did not fill out their questionnaires completely. Analysis of the data was done using percentages and Chi-square tests.


  Results Top


Among 339 students, 15.3% were male and 84.7% (276) were female. While asking the information about having stress in their life, it was found that 75.9% of students were having stress, whereas 64.8% of the students had felt stressed out in their life earlier. The students reported that their sources of stress were: (1) study-related stress, 58.4%; (2) education, 15.8%; (3) health-related stress, 5.6%; (4) family problems, 5.3%; and (5) problems with boyfriend/girlfriend, 2.3%. The main responses to stress are shown in [Figure 1]. Nearly 96% of the students did not use smoking as a medium to relieve stress, while 4% of them smoked cigarettes when stressed. Nearly 88.2% of the students believe that smoking does not relieve stress, whereas 6.5% of the students found that smoking relieves stress for the time being. Around 69% of the students think that stress can lead to depression. Nearly 75% of the students feel anxiety and restlessness when exposed to stress. [Table 1] illustrates the responses of students related to stress levels. When students were asked to rate their stress level out of 10, most of them rated 7, which was a higher level of stress [Figure 2].
Figure 1: Main responses to stress

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Table 1: Responses of students for the levels of stress affected them

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Figure 2: Rating of stress level out of 10 by the

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  Discussion Top


The students in this study reported that study-related stress was their greatest source of stress, which may indicate that students need help to improve their study skills. Similar results were observed by Álvarez in 2000, where exam-related stress was the greatest source of stress in student's life.[4] In our study, family problem-related stress was less, but the study by Rueger and Malecki in 2011 had reported that family problems were the third most important source of stress for our students raises concerns about the social context of their home lives.[5] This is of concern because children from families that are in conflict, aggressive, negligent, or simply cold toward one another have a greater risk of developing nervous system disorders, cardiovascular disease, and emotional dysfunctions in establishing new social relationships.[6] We found that negative coping styles were used more frequently than positive styles.[7] The three principal responses to stress were: (1) listening to music, (2) talking with a friend about the problem, and (3) exercising. The students in the study did not report excessive risky behaviors such as smoking or drinking alcohol.[7] Academic factor was one of the most important stressors in the participants of the current study, and these could be attributed to the development of stress and could also determine the severity of stress. Researchers such as Al-Dabal et al., Abu-Ghazaleh et al., and Behere et al. have studied the importance of various academic factors in the development of stress.[8],[9],[10] Hence, the results observed in the current study are in accordance with the findings of these studies.


  Conclusions Top


We found that students were exposed to stress, and academic or study-related stress was the main reason. The students agreed that they feel fatigue and also difficulty to concentrate and remember things during stress. The majority of the university students disagreed that they loss of appetite/eat more then used during stressed.

Future considerations

The institute staff may identify the symptoms of stress in students and provide counseling services to help them cope with it. An institutional committee may be formed, which will educate the students about how to identify and manage stress. Few schools have started counseling of students at school level by certified psychologists. Students should be guided regarding proper time management. Counseling counter at institute may be set up to help reducing students under stress. The focus should be on training students to have a healthy mindset with positive coping strategies. Furthermore, they can also help students seek appropriate stress reduction methods to improve their academic performance.[11]

Financial support and sponsorship

Nil.

Conflicts of interest

There are no conflicts of interest.



 
  References Top

1.
Labey BB. Psychology: An Introduction. 8th ed.. New York: McGraw Hill Companies Inc.; 2003.  Back to cited text no. 1
    
2.
Ogden J. Health Psychology. 3rd ed. Buckingham: Open University Press; 2004.  Back to cited text no. 2
    
3.
Bukhsh Q, Shahzad A, Nisa M. A study of learning stress and stress management strategies of the students of postgraduate level: A case study of Islamia University of Bahawalpur, Pakistan. Proced Soc Behav Sci 2011;30:182-6.  Back to cited text no. 3
    
4.
Alvarez R. Proposals of the Well Evaluated Teaching Staff to Empower Student Learning. Seville: Institute of Science Education; 2000.  Back to cited text no. 4
    
5.
Rueger SY, Malecki CK. Effects of stress, attributional style and perceived parental support on depressive symptoms in early adolescence: A prospective analysis. J Clin Child Adolesc Psychol 2011;40:347-59.  Back to cited text no. 5
    
6.
Valencia CE, Feria A, Luquín S, Díaz Y, García J. The effects of the social environment on the brain. Revista de Neurol 2004;38:869-78.  Back to cited text no. 6
    
7.
Sandín B, Chorot P. Stress Coping Questionnaire (CAE): Development and preliminary validation. Rev de Psicopatol Psicol Clín 2003;8:39-54.  Back to cited text no. 7
    
8.
Al-Dabal BK, Koura MR, Rasheed P, Al-Sowielem L, Makki SM. A comparative study of perceived stress among female medical and non-medical university students in Dammam, Saudi Arabia. Sultan Qaboos Univ Med J 2010;10:231-40.  Back to cited text no. 8
    
9.
Abu-Ghazaleh SB, Rajab LD, Sonbol HN. Psychological stress among dental students at the University of Jordan. J Dent Educ 2011;75:1107-14.  Back to cited text no. 9
    
10.
Behere SP, Yadav R, Behere PB. A comparative study of stress among students of medicine, engineering, and nursing. Indian J Psychol Med 2011;33:145-8.  Back to cited text no. 10
[PUBMED]  [Full text]  
11.
Lazarus AA, Bernie Z. Mind Power: Getting What You Want Through Mental Training. Boston: Springer; 1987.  Back to cited text no. 11
    


    Figures

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    Tables

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