CHAPTER ONE
INTRODUCTION
1.1
Background to the study
Stress is an
undesirable, unpalatable but unavoidable phenomenon that crops up as
individuals pursue their personal interests and goals. As man strives to attain
the basic needs of life, stress emerges in form of physical trauma, strenuous
exercise, metabolic disturbances and anxiety, which challenge the body’s
homeostasis (Akinboye, Akinboye & Adeyemo, 2002) thereby distorting the
physical, emotional, social or spiritual well-being of an individual. Not
surprising, Adeoye (2009) described stress as a form of relative discomfort.
Stress is an
interaction between a person and a situation or experience in his internal or
external environment which produces discomfort in a person who has little or no
resources to handle the demands (Adeoye, 2010). Stress occurs in different
situations and settings such as home, workplace, or college and any other human
setting. Moreover, stress may be named according to the setting. For example,
in an academic setting, students do experience academic stress, so named
because it occurs in an academic environment.
Academic stress has
been a topic of interest for many years because it is constant for students.
Academic stress is a form of strain, inconvenience or disturbance experienced
by students during the course of their academic pursuit.
It is a pressure from
school environment that can cause internal tensions in students. Students
experience high stress as a result of academic commitments, poor study habits
and ineffective time management skills. The combination of the many sources of stress (stressors) such as planning for the future,
struggling with examination and assignments and meeting the demands of the
school can be an overwhelming experience for many students. Thus, students
become tensed, disturbed and worry because of academic demands and pressure
(Adeoye, 2009).
Academic pressure is a
significant source of stress for many college students (Hashim, 2003; Olpin,
1997; Tyrrell, 1992). The importance of performing adequately on tests without
second chances or alternative ways of raising one’s grade may cause stress.
Tests or examinations are the number one source of stress among students.
Moreover, the academic workload requires that students face a series of peak
periods due to the fact that there is a relatively constant underlying pressure
to complete an upcoming assignment (Hudd, Dumlao, Erdmann, Murray, Phan, Soukas
& Yokozuka, 2000).
Students report
experiencing academic stress at predictable times with the greatest sources of
academic stress resulting from taking and studying for examinations, grade
competition, and the large amount of content to master in a small amount of
time (Abouserie, 1994). Additionally, students report stress over struggling to
meet academic standards, time management worries, and concerns over grades
(Olpin, 1997).
These sources of
academic stress easily exist throughout the span of students’ academic careers
resulting in students’ experience of a great deal of stress. However, it is
ironic that these academic demands which generate stress in students can also
be highly rewarding in the sense that it yields academic success.
Academic stress, to students,
is an unpleasant experience but academic success which is a positive and
desirable outcome is embedded in it. According to Dyson and Renk (2006),
attending school can be a time of considerable anxiety and stress as well as a
rewarding experience for students. So, at another level, or viewed from another
perspective, academic stress can be regarded as eustress (good or positive
stress) because it envelopes academic achievement; adds values, excitement and
fulfilment to a student’s life. Hence, academic stress is a part of
self-discovery, growth and use of one’s potential (Ogunye, 2007).
Academic stress is not
necessarily harmful - the mild forms of stress can motivate and energize
students. Slightly increased stress levels may make students more alert and
motivated to meet their academic challenges. Insufficient stress acts as a
depressant and may lead to a feeling of boredom or dejection. On the other
hand, excessive stress may lead to a feeling of frustration or confusion
(Winkelman, 1994). When students’ stress level is too high then it can cause
difficulties, including impairing their ability to perform well in their
academic works. Reflecting on their busy schedules and the sources of their
stress, several students commented that the pressure is compromising their
intellectual development. Stress is typically
inversely associated with academic functioning in the literature (Compas,
Connor-Smith, Saltzman, Thomsen, & Wadsworth, 2001; Kaplan, Liu, &
Kaplan, 2005). Felsten & Wilcox (1992) found a significant negative
correlation between the stress levels of college students and their academic
performance.
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