Academic stress may be attributed to the perception of the current generation as
exceptionally capable, especially in their proficiency with technology. However, this perceived
capability places substantial and unrealistic expectations on them, leading to detrimental effects
such as depression, anxiety, and stress, which have adverse consequences for both individuals
and society as a whole. (Radeef, A.; Faisal, G.; Ali, S.; Ismail, M., 2015). Many students grapple
with excessive stress, often stemming from cultural pressure to achieve high grades, seen as a
gateway to better career opportunities (Bamber, M.D.; Schneider, J.K., 2016). Such students
typically struggle with low self-resilience and inadequate stress management skills (Panahi, S.;
Yunus, A.; Panahi, M., 2016). Additionally, (Tranter, D.; Kerr, D., 2017) proposed that primary
sources of stress among students include difficulties in concentrating due to information
overload, heavy workloads, and the stress induced by examinations, all of which can have
detrimental effects on their health and academic performance. However, it is worth noting that
effective coping mechanisms can help students navigate these challenges. Hence, this study aims
to investigate the approaches and techniques students utilize for coping with academic pressure.
These strategies may encompass seeking support from peers, family, or professional resources,
as well as implementing self-help techniques like mindfulness and time management.
References:
Bamber, M.D.; Schneider, J.K. (2016). Mindfulness-based Meditation to Decrease Stress and
Anxiety in College Students: A Narrative Synthesis of the Research. Educ. Res. Rev. 18,
1–32.
Panahi, S.; Yunus, A.; Panahi, M. (2016). Influence of Cognitive Emotion Regulation on
Psychological Well-being of Malaysian Graduates. In Proceedings of the 4th
International Congress on Clinical and Counselling Psychology, Kyrenia, Cyprus.
Radeef, A.; Faisal, G.; Ali, S.; Ismail, M. (2015). Source of stressors and emotional disturbances
among undergraduate science students in Malaysia. Int. J. Med. Res. Health Sci. 3, 401–
410
Tranter, D.; Kerr, D. (2017). Understanding Self-Regulation Why Stressed Students Struggle to
Learn (1st ed.). Ontario: Research Monograph #63. Available online:
http://www.edu.gov.on.ca/eng/literacynumeracy/inspire/research/ww_struggle
