Monday, March 8, 2010
Wednesday, January 27, 2010
Monday, January 25, 2010
What the solutions of stress among students??
1-First strategy that students can do is to plan their time well. Students should have their own time-table to keep their daily planner. Besides that, students also should give priority to the most important activities and do them first. Then, work through one task at a time, try to avoid postponing the task.
Students should decide how much time they need for each job. Students should be realistic about what they can do and be careful not to over organize because that can became students more stress.
2-Students should develop a positive interactive relationship with family and friends. Family and friends are a key component of our life.
So, provide students with friendship, love and support in times of need. Set aside some time each day to talk and relax together. The informal and relatively unstructured relationship not only can be extremely meaningful to students in sharing information.
A relationship can assist students to sense how well they are progressing, establish meaningful goals, and clarify important priorities and outcomes.
3-students can speak to someone that they trust about their problems. Students can share their worries and concern with spouse, family, and friends to help relieve their emotional burden and provides with emotional support.
Then, students should try joining relevant support groups in their community. Students also can call a helpline if they need to speak to a counselor.
4-Students need to learn to like themselves and to think positive. Students must be happy with themselves and should be proud who they are.
5-Keep a positive attitude and outlook in life. This can help students to accept of what they cannot change and make the best of what they have. Problems arise when these feelings get out of control. You must find ways to handle them effectively.
Students should decide how much time they need for each job. Students should be realistic about what they can do and be careful not to over organize because that can became students more stress.
2-Students should develop a positive interactive relationship with family and friends. Family and friends are a key component of our life.
A relationship can assist students to sense how well they are progressing, establish meaningful goals, and clarify important priorities and outcomes.
3-students can speak to someone that they trust about their problems. Students can share their worries and concern with spouse, family, and friends to help relieve their emotional burden and provides with emotional support.
Then, students should try joining relevant support groups in their community. Students also can call a helpline if they need to speak to a counselor.
4-Students need to learn to like themselves and to think positive. Students must be happy with themselves and should be proud who they are.
5-Keep a positive attitude and outlook in life. This can help students to accept of what they cannot change and make the best of what they have. Problems arise when these feelings get out of control. You must find ways to handle them effectively.
What the effects of stress among students?
Everyone reacts and copes with situations differently and thus we experience stress to different levels of intensity. Your body sends out various physical, emotional and mental warning signs of stress. The effects of stress among students is:
-Physical signs.
The body’s physical reaction to stress is known as the “fight or flight response” because the body immediately reacts to threat or danger and regardless of whether the hazard is real or perceived.
During the fight response the following series of changes occur is your heart rate increases, your blood pressure goes up, you will feel muscle tension, sleep disruptions, trembling, chronic fatigue, sweaty palms, sleep disruption and others.
-Emotional signs.
The following emotions have been linked to stress. Fear is one of the most powerful negative emotions.
It impedes your life if you constantly think about things that might happen “If I don’t do good work on this project, I may lose my job, and then I won’t have the money we need. Chronic worry is tied to fear and its recurring thought, “what if.”
Reflecting a lack of self-confidence, chronic worry is extremely fatiguing. It takes your mind off what you should be doing, whatever task is at hand. Anger can be a self-destructive emotion when out of proportion to the situation and when if is inappropriately expressed.
Frustration, irritation, and impatience at others or at situations set you up to constantly push and over-schedule yourself. Impatience, which is often related to hostility, causes people to be intolerant of others.
You expect others to conform to your standards of perfectionism and are impatient when they don’t. Rigidity/inflexibility gives a false sense of control and strength.
It limits your choices and sets you up for failure. Perfectionism is a sure way to stay continuously disappointed. You or others will never be able to live up to your expectations and this is extremely fatiguing.
-Mental signs.
You will feel poor concentration, forgetfulness and lack of confidence, even can lead to feeling of helplessness and loss of control, influencing how the body recovers from stress.
-Physical signs.
The body’s physical reaction to stress is known as the “fight or flight response” because the body immediately reacts to threat or danger and regardless of whether the hazard is real or perceived.
During the fight response the following series of changes occur is your heart rate increases, your blood pressure goes up, you will feel muscle tension, sleep disruptions, trembling, chronic fatigue, sweaty palms, sleep disruption and others.
-Emotional signs.
The following emotions have been linked to stress. Fear is one of the most powerful negative emotions.
It impedes your life if you constantly think about things that might happen “If I don’t do good work on this project, I may lose my job, and then I won’t have the money we need. Chronic worry is tied to fear and its recurring thought, “what if.”
Reflecting a lack of self-confidence, chronic worry is extremely fatiguing. It takes your mind off what you should be doing, whatever task is at hand. Anger can be a self-destructive emotion when out of proportion to the situation and when if is inappropriately expressed.
Frustration, irritation, and impatience at others or at situations set you up to constantly push and over-schedule yourself. Impatience, which is often related to hostility, causes people to be intolerant of others.
You expect others to conform to your standards of perfectionism and are impatient when they don’t. Rigidity/inflexibility gives a false sense of control and strength.
It limits your choices and sets you up for failure. Perfectionism is a sure way to stay continuously disappointed. You or others will never be able to live up to your expectations and this is extremely fatiguing.
-Mental signs.
You will feel poor concentration, forgetfulness and lack of confidence, even can lead to feeling of helplessness and loss of control, influencing how the body recovers from stress.
What the Causes of Stress Among Students??
The causes that increase students pressure are instructions, organizing of time and finances problems. Instructions in university as a student such as need academic help, course requirements, problem with instruction or academic advisement, problems with concentration, difficulty in studying, test anxiety and unclear assignments.
One of the most threatening events that causes anxiety in students today is examinations. When students develop an extreme fear of performing poorly on an examination, they experience test anxiety.
Test anxiety is a major factor contributing to a variety of negative outcomes including psychological distress, academic underachievement, academic failure, and insecurity (Hembree, 1988). Many students have the cognitive ability to do well on exams but may not do so because of high levels of test anxiety.
Because of the societal emphasis placed on testing, this could potentially limit their educational and vocational opportunities (Zeidner, 1990).
Mechanisms that explain why students perform badly under stress include "hypervigilance" (excessive alertness to a stressful situation resulting in panic--for example, over studying for an exam) and "premature closure" (quickly choosing a solution to end a stressful situation--for example, rushing through an exam).
For the problems of organizing the time, normally students have to face the lacking of personal leisure time, time for part-time work, time for satisfying social life and the most important is time for studying.
Finances problems also make a student feel stress. For example, insufficient funds, getting money from loan which is PTPTN, inability to participate in social activities because of limited funds. All of these can make students be a stressor..
WHAT IS STRESSFUL FOR UNDERGRADUATES?
Students react to college in a variety of ways. For some students, college is stressful because it is an abrupt change from high school. For others, separation from home is a source of stress.
Although some stress is necessary for personal growth to occur, the amount of stress can overwhelm a student and affect the ability to cope.
A consequence of that rapid growth has been a loss of personal attention to students. One measure of excessive stress, or distress, in college students is the use of mental health services.
Symptoms commonly reported by campus psychiatrists portray a general picture of school-related stress, for example, the inability to do school work and the fear of academic failure.
A second measure of distress in college students is the dropout rate. Although nationwide figures are difficult to obtain, an estimated 50 percent of entering freshmen do not finish college four years later (Hirsch and Keniston 1970).
Studies of college dropouts associate dropping out with the aversive side of the "fight or flight" formula; that is, students, feeling a mismatch between themselves and their college, wish to distance themselves from the source of stress, the college environment (Falk 1975; Hirsch and Keniston 1970; Katz and others 1969).
Although some stress is necessary for personal growth to occur, the amount of stress can overwhelm a student and affect the ability to cope.
A consequence of that rapid growth has been a loss of personal attention to students. One measure of excessive stress, or distress, in college students is the use of mental health services.
Symptoms commonly reported by campus psychiatrists portray a general picture of school-related stress, for example, the inability to do school work and the fear of academic failure.
A second measure of distress in college students is the dropout rate. Although nationwide figures are difficult to obtain, an estimated 50 percent of entering freshmen do not finish college four years later (Hirsch and Keniston 1970).
Studies of college dropouts associate dropping out with the aversive side of the "fight or flight" formula; that is, students, feeling a mismatch between themselves and their college, wish to distance themselves from the source of stress, the college environment (Falk 1975; Hirsch and Keniston 1970; Katz and others 1969).
Sunday, January 24, 2010
Student Stress:
One model that is useful in understanding stress among students is the person-environmental model.
According to one variation of this model, stressful events can be appraised by an individual as "challenging" or "threatening" (Lazarus 1966). When students appraise their education as a challenge, stress can bring them a sense of competence and an increased capacity to learn.
When education is seen as a threat, however, stress can elicit feelings of helplessness and a foreboding sense of loss.
A critical issue concerning stress among students is its effect on learning.
The Yerkes-Dodson law (1908) postulates that individuals under low and high stress learn the least and that those under moderate stress learn the most. A field study and laboratory tests support the notion that excessive stress is harmful to students' performance.
Mechanisms that explain why students perform badly under stress include "hypervigilance" (excessive alertness to a stressful situation resulting in panic.
For example, overstudying for an exam) and "premature closure" (quickly choosing a solution to end a stressful situation--for example, rushing through an exam).
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