Page 31 of 12
SOURCES OF ACADEMIC STRESS – A STUDY ON MANAGEMENT STUDENTS. 1
Purna Prabhakar Nandamuri1 and Gowthami Ch2 Asst.Professor, ITM Business School; Hunter Road, Warangal - 506001. A.P. India. 2 Lecturer, ITM Business School; Hunter Road,Warangal - 506001. A.P. India.
ABSTRACT: The objective of this study is to explore the components of academic stress among the post graduate management students. Academic stress among students has long been researched on, and researchers have identified different stressors. The study further tries to make an in-depth investigation into each component of academic stress such as curriculum and instruction, team work related issues, assessment, and placement, to identify the micro issues that are causing stress. Around twelve micro issues have been identified under the curriculum and instruction component while four stressors were prioritized related to team work; five sub issues regarding assessment and three micro issuses under placement components of academic stress. The sample comprises of 500 postgraduate management students from various management institutes spread across the Warangal district of Andhra Pradesh in India. Data was collected through self designed academic stress questionnaire based on previous models available. Keywords: Stress; Academic stress; Student stress; Stress among management students; 1. Introduction: Stress is a necessary and unavoidable concomitant of daily living-necessary because without some stress we would be listless and apathetic creatures, and unavoidable because it relates to any external event, be it pleasurable or anxietyproducing. A person's response towards stress depends on whether an event is appraised as a challenge or a threat (Lazarus & Folkman, 1984). Challenging stimulus can lead to positive outcomes such as motivation and improved task performance while threatening ones or distress can result in anxiety, depression, social dysfunction and even suicidal intention. Along with the improvements during the scientific era and the rapid development of information, competitiveness among people has become increasingly intense, as a consequence, people have become busier and, therefore, stress is a natural consequence. Even though appropriate stress is a juncture for self- growth, it is also a motivation for people to progress actively. It not only affects our thoughts and feelings but our behavioural models, as well. However, overstress causes problems and discomfort, and can have serious effects on people. Specifically, student faces the stress when they enter a completely new world of professional education. Stress has become an important topic in academic circles. Many scholars in the field of behavioural science have carried out extensive research on stress and its outcomes and concluded that the topic needed more attention (Agolla, 2009). Stress in academic institutions can have both positive and negative consequences if not well managed (Stevenson & Harper, 2006). Academic institutions have different work settings compared to nonacademic and therefore one would expect the difference in symptoms, causes, and consequences of stress (Chang & Lu, 2007). It is important to the society that students should learn and acquire the necessary knowledge and skills that will in turn make them contribute positively to the development of the general economy of any nation. It is important for
Page 32 of 12
the institutions to maintain well balanced academic environment conducive for better learning, with the focus on the students’ personal needs. Students have different expectations, goals, and values that they want to fulfill, which is only possible if the students’ expectations, goals, and values are integrated with that of the institution (Goodman, 1993). 2. Academic Stress: Academic stress among students have long been researched on, and researchers have identified stressors as too many assignments, competitions with other...
References:  Abouserie, R. (1994). Sources and levels of stress in relation to locus of control and selfesteem in university students. Educational Psychology, 14(3), 323-330.  Agolla, J.E. (2009). Occupational Stress among Police Officers. The case of Botswana Police service, Res. J. Bus. Manage. 2 (1): 25-35.  Altbach, Philip G. (1970). Commitment and Powerlessness on the American Campus: The Case of the Graduate Student. Liberal Education 56 (December 1970):562-582.  Archer, J., & Lamnin, A.(1985). An investigation of personal and academic stressors on college campuses. Journal of Student Personnel, 26, 210-215.
Page 41 of 12
Awino, J.O. & Agolla, J.E. (2008). A quest for sustainable quality assurance measurement for universities: case of study of the University of Botswana, Educ. Res. Rev. 3 (6): 213218.  Birenbaum, M. (1996). Assessment 2000: towards a pluralistic approach to assessment. In M. Birenbaum & F. J. R. C. Dochy (Eds.), Alternatives in assessment of achievements, learning processes and prior knowledge. Evaluation in education and human services (pp. 3-29). Boston, MA: Kluwer Academic Publishers.  Burge, J. (2009). Coping frequency, coping effectiveness, and personality factors in university students. Unpublished Honours thesis, University of Canberra, Australia).  Carroll, J. A. (1963). A model of school learning. Teachers College Record, 64, 723-733.  Carveth, J.A., Gesse, T., & Moss, N. (1996). Survival strategies for nurse-midwifery students. Journal of Nurse-Midwifery, 41(1), 50-54.  Chang K, & Lu L. (2007). Characteristics of organisational culture, stressors and wellbeing: The case of Taiwanese organisations, J. Manage. Psychol. 22 (6): 549-568.  Chen, F.S., Lin, Y.M. and Tu, C.A. (2006). A study of the emotional intelligence and life adjustment of senior high school students. World Transactions on Engineering and Technology Educ., 5, 3, 473-476  Erkutlu HV, Chafra J (2006). Relationship between leadership power bases and job stress of subordinates: example from boutique hotels, Manage. Res. News 29(5): 285-297.  Fairbrother K, & Warn, J. (2003). Workplace Dimensions, Stress and Job Satisfaction, J. Managerial Psychol. 18(1): 8-21.  Goodman, E.D. (1993). How to handle the stress of being a student. Imprint, 40: 43.  Hartshorn, Kay. (1976). A Day in the Life of a Graduate Student. In Scholars In The Making, edited by J. Katz and R. T. Hartnett. Cambridge, MA: Ballinger Publishing Co.  Hatcher, L., & Prus, J. S. (1991). A measure of academic situational constraints: Out-ofclass circumstances that inhibit college student development [Electronic version]. Educational & Psychological Measurement, 51(4), 953-963.  Hirsch, J. K., & Ellis, J. B. (1996). Differences in life stress and reasons for living among college suicide ideators and non-Ideators. College Student Journal, 30, 377-384.  Holmes, T.H., & Rahe, R.H. (1967). The social adjustment rating scale. Journal of Psychosomatic Research, 11, 213-218.  Insel, P., Roth, W. (1985). Core concepts in health (4th edition). Palo Alto, CA: Mayfield Publishing Co.  Kohn, J. P., & Frazer, G. H. (1986). An academic stress scale: Identification and rated importance of academic stressors. Psychological Reports, 59, 415-426.  Kolko, David J. (1980). Stress Management Techniques for Graduate Students: Cognitive Coping, Problem Solving and Time Management. Paper presented at the annual meeting of the Southeastern Psychological Association, March, 1980, Washington, D.C. ED 192 230.  Larson, E. A. (2006). Stress in the Lives of College Women : "Lots to Do and Not Much Time" Journal of Adolesscent Research; 21(6), 579-606.  Lazarus, R. S., & Folkman, S. (1984). Stress, Appraisal and Coping. New York: Springer.  Murphy, M.C., & Archer, J. (1996). Stressors on the college campus: A comparison of 1985-1993. Journal of College Student Development, 37(1), 20-28.  Neumann, Y and E., and A. Reichel,(1990). Determinants and Consequences of Students ' Burnout in Universities, Journal of Higher Education, Vol. 61, No. 1 (January/February 1990).
Page 42 of 12
 Pareek, Uday. (1993). Making organizational roles effective. Tata McGraw Hill; New Delhi.  Piekarska, A. (2000). School stress, teachers’ abusive behaviors, and children’s coping strategies. Child Abuse and Neglect, 24, 11, 1443-1449 (2000)  Ragheb, K.G., & McKinney, J. (1993). Campus recreation and perceived academic stress. Journal of College Student Development, 34(1), 5-10.  Ramsden, P. (1981). A study of the relationship between student learning and its academic context [Unpublished Ph.D. thesis]. University of Lancaster.  Rakesh Kumar Agarwal & Shailendra Singh Chahar (2007). Examining role stress among technical students in India, Social Psychology of Education Vol. 10 No.1 pg 77-91.  Rocha-Singh I A (1994), Perceived Stress Among Graduate Students: Development and Validation of the Graduate Stress Inventory. Educational & Psychological Measurement, Vol. 54, No. 3, pp. 714-727  Sgan-Cohen, H. D., & Lowental, U. (1988). Sources of stress among Israeli dental students. The Journal of the American College Health Association, 36, 317-321.  Stevenson, A & Harper S. (2006). Workplace stress and the student learning experience, Qual. Assur. Educ., 14(2): 167-178.  Towbes L C and Cohen L H (1996), Reported Personal Stress Sources and Adjustment of Entering Freshmen. Journal of Counseling Psychology, Vol. 14, pp. 371-373.  Zeidner, M. (1987). Essay versus multiple-choice type classroom exams: the student 's perspective. Journal of Educational Research, 80 (6), 352-358.  Zuckerman, M., & Gagne, M. (2003). The COPE revised: Proposing a 5-factor model of coping strategies. Journal of Research in Personality, 37, 169-204.
Please join StudyMode to read the full document