Perceived level of stress and illness among Psychology students at the University of Bedfordshire
Introduction and Theoretical Framework
The saying Health is wealth is not an understatement. It cannot be denied that health definitely is one facet of life that needs to be protected at all costs as fundamental human performance would be compromised. Because of the development of world economies brought about by rapid globalisation and industrialisation coupled with the improvement and changes in lifestyle, more and more illness emerge and vary. It is for this reason that health organisations have heightened their focus on chronic illness owing to the fact that its incidence and prevalence has shown marked increases.
In the name of globalisation and industrialisation, urbanisation has continued to paint the human landscape. Urbanisation has brought people from different walks of life to main centres of activity congesting traffic causing vehicular and noise pollution. Expensive costs of living have always been associated with urbanisation resulting in double-earning households which sometimes cause a strain in the equity of power relations in the family. From a public health standpoint, urban areas present favourable opportunities for the spread of disease contagions owing to high population density.
Industrial zones are usually concentrated in the urbanised areas whose irresponsible operational practices compromise the environment causing water and air pollution. These environmental hazards would make urban centres natural breeding grounds of disease vectors carrying malaria, haemorrhagic dengue fever, and yellow fever. Aside from the above, urbanisation could lead to alienation, insecurity, instability, and most of all, stress which in turn become the source of much bigger problems like alcoholism, depression, and substance abuse (WHO Commission on Health and Environment, 1992).
Before presenting the theoretical framework of this study, it is essential to delineate the term stress. Lazarus (1999) as cited in Austin (2004) mentioned that the term has become a buzzword in several areas of research reflecting day-to-day struggles including anxiety, depression, emotional distress and the like. Since the time Selye coined the term, its definition has become the centre of debate (Le Fevre, et al. 2003 as cited in Austin, 2004).
Numerous definitions were presented focusing on stressor, response, and mental and physical reactions triggered by the stressor (Lazarus, 1999 Selye, 1993 Le Fevre, et al. 2003 as cited in Austin, 2004). Butler (1993) vividly presented these three definitions. In the first, stress is a result of overwhelming pressure. When the amount of pressure progressively becomes great, there is no doubt that the recipient will inevitably yield and collapse. For the second definition, stress is due to exposure to aversive stimuli which served as the main idea of Selye whose measurement of stress is based on nervous system activity either on the sympathetic adrenal-medullary or pituitary-adrenal-cortical regions. Also in his stress framework is the general adaptation syndrome (GAS) composed of three stages- alarm reaction, stage of resistance, and stage of exhaustion. The third definition of stress lends a dynamic nature to stress which reflects the interplay of extrinsic and intrinsic factors. It was likewise maintained that cognitive factors play a significant role in stress. In other words, an individuals assessment of stress depends on his or her perceptions of demands and resources. If a person views his or her demands to be high and his or her resources are low, then it is very probable that the individual will confront stress. In connection to this, another supporting theory is by French et al. (1974) as cited in Edwards, Caplan, and Harrison (1998) which is the person-environment fit theory. It states that stress will be encountered if there is a mismatch between demands of the environment and personal attributes. If a person perceives that the task ahead is manageable, that he or she is able to accomplish the task, and is motivated towards its completion, then the person will not experience significant amounts of stress.
The topic of stress is very well-studied and research on this regard has helped advance medicine, sociology, management and psychology (Cummings Cooper, 1998 as cited in Austin, 2004). In each of these disciplines, stress theories and research methodologies vary significantly sometimes leading to confusion (Le Fevre, Matheny Kolt, 2003 as cited in Austin, 2004). A key to understanding stress research in all these disciplines is the recipients perception while experiencing stress (Goldberger Breznitz, 1993 as cited in Austin, 2004).
Among students, the person-environment fit is particularly evident. University students vary from their non-university peers in their experiences, hassles, and concerns (Hirsch Ellis, 1996 as cited in Ross, Niebling Heckert, 1999). In UK, sources of stress in higher education were broadly categorised into student-related factors, institutional factors, and government policies aside from already established sources of stress which academic pressures, time management, financial constraints, social relationships, loneliness, and home sickness (Royal College of Psychiatrists, 2006).
In light of the current economic recession, financial standing continues to be a perennial concern plaguing university students. The 2010 Sodexo University Lifestyle Survey highlighted that half of UKs undergraduates are more than 15,000 in debt before they graduate. Furthermore data from the research by Scott (2004) of the University of Bath emphasised that students were greatly concerned about their short-term lack of cash to cover day-to-day expenditures.
In most cases, some balance their dual roles as students and employees to make ends meet. The mean student earning was 1,105 ranging from 746 among those residing in the university to 1,755 for 21 years old and above at the start of the term (Callender Wilkinson, 2003). As expected the percentage of working students in UK facing difficulty performing their social, academic, and work roles increased from 41 in 2004 to 67 in 2010 based on the Sodexo University Lifestyle Survey.
The Royal College of Psychiatrists (2006) wrote that stress in higher education is not in itself pathological but stressors can potentially contribute to emotional symptoms in students. Adalfa et al. (2001) as cited in the Royal College of Psychiatrists (2006) observed that majority of first-year university students experienced higher stress levels due to homesickness. They added that it is during this year where students become most affected by developing mental health problems and more predisposed to employ maladaptive coping styles and suicidal ideation (Curtona, 1982 Perlman Peplau, 1984 as cited in Royal College of Psychiatrists, 2006). Mandy, Tucker, and Tinly (2006) demonstrated that academic stress was highest among first year podiatry students in UK citing amount of learning, time constraints, and intellectual demands as their reasons. On the contrary, the one-way ANOVA of year level versus stress among American students by Hudson and ORegan (2006) yielded no significant differences.
Females exhibited a higher likelihood of presenting emotional problems during the course of study (Fisher Hood, 1988 Surtees Miller, 1990 as cited in Royal College of Psychiatrists, 2006). Non-UK studies by Brougham et al. (2009) and Matud (2004) also supported gender differences on the perceived level of stress. Lawrence, Ashford, and Dent (2006) revealed that coping with stress differed pronouncedly between males and females from Brunel University. Males were more inclined to emotionally detach themselves from stressful situations and bottle up emotions.
With respect to residential arrangement, mental health status in UK students did not differ significantly. Homesickness was less likely reported among students who previously experienced being away from parents or home (Fisher Hood, 1988 as cited in Royal College of Psychiatrists, 2006). The 2006 NatWest Student Money Matters survey by Gwenda Thomas showed 20 live in their homes while studying which offers a variety of advantages- financial, convenience, and emotional benefits thus, believed to be less stressful than living in halls of residence. In American studies, in-campus residence poses substantial pressure on students because of conflicts from untidiness, noise, drinking habits, expenses, and maintaining a civil environment with a roommate or roommates (Landow 2006).
The proposed study will determine the association between perceived level of stress and illness among Psychology students in the University of Bedfordshire. As cited in Roy (2003), Bartlett (1998) pointed out numerous empirical studies supporting the claim that stress has a detrimental effect on physical and mental health such as development of ulcers, increased corticosteriod and catecholamine production, and depressed DNA repair and protection against carcinogenic materials (Kiecolt-Glaser Glaser, 1986 as cited in Roy, 2003). Also American studies by Rawson, Bloomer, and Kendall (1994) and Winkelman (1994) as cited in Misra and Castillo (2004) supported a significant stress-illness correlation among students.
Conducting this study is of utmost importance. In itself, stress should be given attention because a university life is a taxing period in an individuals life as he or she adjusts to the new educational system which is entirely different from secondary school. Though stress is not at all detrimental in moderate amounts, it could affect an individuals health and compromise his or her ability to perform well in class by incurring unnecessary absences, obtaining low marks, and many others. Because of this, it is imperative that student perceived level stress be identified and effectively dealt with. Theoretically, it will increase awareness regarding the relationship between stress and illness among students and add to the body of literature which would either be in agreement or conflict with existing works. The results could aid in designing or re-designing stress reduction interventions and programmes by the university so that students might effectively and actively cope with the pressures and demands of their academic careers. In designing these measures, it is important to have an assessment on the strengths and weakness of students which may aid them in achieving their expectations and goals. This will provide basis for university researchers and administrators to revisit, study, and test the effectiveness of existing stress reduction programmes. It will also provide an opportunity for university administrators and college deans to study the curriculum as it is expected that most stress encountered by students are academically related apart from financial constraints, social relationships, loneliness, among others. The study will help the human condition because it promotes overall wellness and health as stress is an inevitable part of a persons existence.
The purpose of this study is to establish the association between perceived level of stress and illness among Psychology students at the University of Bedfordshire. Specifically, it aims to attain the following objectives
1. Describe the profile of the students on the basis of year level, gender, and residential arrangement
2. Determine the level of stress as perceived by the students
3. Compare perceived level of stress in accordance with year level, gender, and residential arrangement
4. Ascertain illness of students
5. Explore differences in illness by year level, gender, and residential arrangement
6. Relate perceived level of stress and illness
While year level, gender, and residential arrangement were most studied as contributory factors on the perceived level of stress among students, still year level, gender, and residential arrangement had conflicting outcomes. With respect to the association between stress and illness, there seemed to be no contention or ambiguity.
Hypotheses
T-test for Independent Samples, Analysis of Variance and Chi-Square Test for Association at alpha 0.05 will be applied in testing the following null hypotheses
Ho1 There is no significant difference in the perceived level of stress among students when grouped according to year level, gender, and residential arrangement.
Ho2 There is no significant difference in illness affecting students according to year level, gender, and residential arrangement.
Ho3 There is no significant association between perceived level of stress and illness among students.
If results of the statistical analyses would yield significant differences in perceived level of stress and illness, this will provide the University an insight on which gender, year level, and residential arrangement will be the major focus of health interventions and programmes currently in existence. Thus, implementation will take into account how gender, year level or residential arrangement affects perception of stress. When a significant association is observed, then the effectiveness of these interventions should be carefully reviewed.
Method
Design
Design of the proposed study follows a descriptive and cross-sectional pattern. This is the appropriate method since the principal objective is to test whether illness is associated with perceived level of stress among Psychology students of the University of Bedfordshire. Moreover, variables will not be manipulated. To determine n or sample size, the researcher will first obtain the total population of Psychology students then at 5 sampling error, sample size will be established.
Participants
In choosing the respondents, they must satisfy the following criteria 1. Must be a Psychology student of the University of Bedfordshire 2. Enrolled during the time of the study 3. Speaks and understands English and 4. Able and willing to provide informed consent. Students who are unable to independently complete the questionnaire and not registered during the study period will not be selected for the proposed study.
Material
The researcher will utilise a questionnaire-checklist containing three parts Part A. Demographic Profile, Part B. Perceived Level of Stress, and Part C. Illness. The first part will solicit responses on the students personal profile which include year level, gender, and residential arrangement. Items on perceived level of stress (Part B) will be obtained from the Student-life Stress Inventory (Gadzella, 1991) as cited in Gadzella and Carvalho (2006). This inventory has 51 items dealing with five different stressors namely frustrations, conflicts, pressures, changes, and self-imposed stress as well as four stress responses focusing on physiological, emotional, behavioural and cognitive appraisal. For each subscale, scores will be summed then added to the stress responses part. Therefore, a higher score recorded means higher perceived level of stress encountered. Response format will be a five-point Likert scale on how often the stressor is perceived to be encountered as follows 1 never, 2 seldom, 3 occasionally, 4 often, and 5 most of the time. The illness section or Part C contains questions regarding the frequency of experiencing skin rash, back pain, allergies, infectious diseases, frequent colds and generalised body pain known to be somatic symptoms of stress. Rating scheme is similar to Part B. Perceived Level of Stress.
Procedure
Because the Psychology population is expected to be highly variable, a stratified random sampling will be conducted. This sampling ensures that subjects taken are representatives of the demographic factors under investigation. Consequently, the population is further subdivided into several substrata from which samples will be drawn randomly. To begin, the investigator will first construct a cross tabulation of the student population by year level and gender using data from the Registrar. After which, percent distribution in each substratum will be computed which will be the percent representativeness of that subgroup. Then, sample size will be established using the table of sample sizes at 5 margin of error. The value for percent representativeness for every subgroup will be multiplied to the computed sample size and this will be the number of respondents to be chosen randomly from a specific subgroup. To randomise, every student is assigned a number and utilising the table of random numbers, samples will be chosen.
Before conduct of study is commenced, a letter addressed to the Head of the Psychology department will be written to properly inform of the proposed study which will involve the participation of students of the Psychology program. Once approval is obtained, the researcher will obtain the number of enrolees during the term and sample size. At the same time, the list of students will be procured and this will be the sampling frame. Then, a stratified random sampling will be carried out.
The selected students will be asked if they would be willing to participate in a survey which will take approximately 15 minutes. First the students will be instructed to carefully read and sign the informed consent. The consent forms will then be placed inside a brown envelope so the names of students are kept confidential. After which students will be given the data gathering tool and directed to read the instructions carefully and answer truthfully and completely. Once the students have completed filling out the questionnaires, it will be immediately retrieved.
Ethical Considerations
Several ethical considerations will be addressed in the study. The answers given on the questionnaires will be kept confidential and only examined by the researcher.Furthermore, permission to use information will be requested and secured before results will be used and analysed. Lastly, participants will remain anonymous and no incentives will be offered to take part in the study.
Discussion
Stress among university students is a well-documented subject in psychology. It is expected that this descriptive, cross-sectional research will pave the way for improved and better stress reduction programmes and reforms in institutional policy which would enable students to learn skills in effectively dealing with daily hassles, pressures, and expectations from teachers, families, and peers. A heightened sense of awareness is also anticipated especially among students because they are the major beneficiaries of these interventions and programmes geared towards alleviating stress. This main objective of the study will limit itself only to the association between perceived level of stress and illness of Psychology students in the University of Bedfordshire. Demographics will only focus on year level, gender, and residential arrangement. The independent and dependent variables will be perceived level of stress and illness, respectively. Both descriptive and inferential statistics will be used in the presentation and interpretation of results.
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