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ASSESSMENT OF STRESS & STRESSORS: A STUDY

ON MANAGEMENT STUDENTS
Umair Ahmed
Faculty of Management sciences, University of Education, Okara Campus,
Pakistan
Aisha Riaz
Faculty of Management sciences, University of Education, Okara Campus,
Pakistan
Prof. Dr. Muhammad Ramzan
Director Library, Lahore University of Management Sciences, Lahore, Pakistan
Abstract
Pressure, strain, anxiety, constant worry, nervous tension, depression, social dysfunction, trauma and
even suicidal intention are the common terms that students are habitual to represent their stress. Stress
has been widely recognized in the academic literature. The crucial intention of this investigation is to
explore the basic stress and stressors among the graduate management students in Pakistan and the
degree of stress that they feel with reference to academic level. Academic, institutional and
environmental stress among students has long been researched on, and researchers have identified
different stressors. The learning auxiliary tries to make an in-depth inquire into each component of
academic stress such as numerous assignments, antagonism with other students, disappointment,
failures and poor relationships with other students or lecturers or family problems at home, curriculum
and instruction, team work related issues, assessment, and placement, to identify the micro issues that
are causing stress.
Research methodology: Convenient and random sampling was used to collect data through Agollas
Instrument from 300 participants who were drawn from Management students of three different
Universities.
Findings: Findings of research shows that the major symptoms of stress in students are anxiety or
nervous indigestion, Tension, experience pain in the neck or shoulders and/or suffer from migraine,
Concern about next day work and managing multiple tasks.
Research implications: The educationists will be able to pay more concentration to the stressors of
academic stress of student, the use of counseling measures to aid students in the sound development of
their bodies and mind and help the administrators to build and manage a intellectual youth.
Keywords: STRESS, STRESSORS, MANAGEMENT, STUDENTS.

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Introduction

A depressive disorder is an infirmity that rivets the body, mood, thoughts and feelings and behaves. It
influence the way an individual think, feel, eat, sleeps, act and react. These problems continue some
times for weeks, months, or years until taking proper healing (Muhammad S. Khan et, al 2006). These
strained conditions are taken place due to the stress. It may be acute, episodic acute and chronic stress.
Academic institutions environment have entirely different work surroundings in contrast of
nonacademic environment and therefore they produce different symptoms, causes, and consequences of
stress in the academic institution (Elfering et al., 2005; Chang & Lu, 2007).
Academies environment are considered as a stressful atmosphere that often put forth a
negative effect on the students performance, mental and physical health of the undergraduate. Stress
has become a imperative issue in studious sphere as well as in our civilization (Ongori and Agolla,
2008; Agolla, 2009).
For a fruitful nation it is necessary to identify stressors and strain, level of stress and strategies
to tackle theses stress. It helps educationists to pay more concentration to the stressors of academic
stress of student, the use of counseling measures to aid students in the sound development of their
bodies and mind and it will assist the administrators to build and manage an intellectual youth.
The key purpose of this exploration is to discover the stress and stressors among the graduate
management students of three public sector educational institutes that are sited in three diverse cities,
University of Education Okara, COMSATS institute of information and technology Lahore and
COMSATS institute of information and technology Sahiwal. This research also investigates the
degree of stress that they feel with reference to academic level.
2. Literature Review
Stress can be defined as a state of mental or emotional strain or suspense and also as a
number of usual reactions of the body (mental, emotional, and physiological) intended for self
preservation (Princeton University, 2001). Researchers (Vermunt and Steensman, 2005; Topper,
2007; Ussery, 2007; Malach-Pines and Keinan, 2007) have defined the stress as the perception of
discrepancy between environmental demands (stressors) and individual capacities to fulfill these
demands is known as stress. According to the Campbell, the adverse reaction people have to
excessive pressure or other type of demands placed on them, Stress crop up when a person is tackle by
a circumstance that they perceive as overwhelming and cannot cope up with.
Stress has become a vital matter in studious sphere as well as in our civilization. Many
behavioral science scholars conduct research on stress and stressors and identified this area required
supplementary attention (Rees and Redfern, 2000; Ellison, 2004; Ongori and Agolla, 2008; Agolla,
2009). Stress is an indispensable and inevitable concomitant of human living-- indispensable because
without some stress we would be listless and apathetic creatures, and inevitable because it relates to
any external event, be it pleasurable or anxiety producing. (Purna & Gowthami, 2011). So stress is a
compulsory facet of our life. It adds zest, defies and prospect to our lives, Leads us on towards our
aspiration and makes experiences exciting and activities challenging. (Bishakha & Anjali, 2010)
A person's response towards stress depends on whether an event is appraised as a challenge or
a threat (Lazarus & Folkman, 1984). Challenging spur can pilot to optimistic upshot such as
motivation, inspiration, enthusiasm, and improved assignment performance while threatening ones or
anguish can consequence in anxiety, depression, social dysfunction and even suicidal intention.
(Bishakha & Anjali, 2010).
Stress in academic institutions can have both constructive and pessimistic consequence if not
well coped (Smith, 2002; Tweed et al., 2004; Stevenson and Harper, 2006). Stress can effect in two
dimensions it may positive or negative. When stress leads to positive track it enhance performance,
give confidence and most excellent ending results. But when stress moves in negative direction,
students practice physical and psychological destruction.
Academic stressors include the student's acuity of the general knowledge base required and
the acuity of an inadequate time to develop it (Carveth et al, 1996). Academic stress among students
have long been made inquiries on, and researchers have acknowledged many stressors as numerous
assignments, antagonism with other students, disappointment, failures and poor relationships with other
students or lecturers family or problems at home (Fairbrother & Warn, 2003). Students account
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incident academic stress at humdrum times each semester loaded with academic stress as exams, grade
competition, and large contents to master in undersized time (Abouserie, 1994).
Institutional (university) level stressors are overcrowded lecture halls, semester system, and
insufficient resources to execute academic work (Ongori, 2007; Awino and Agolla, 2008), According
to the Erkutlu and Chafra (2006), The pressure to perform well in the examination or test and time
allocated makes academic environment very stressful (Erkutlu and Chafra, 2006; Polychronopoulou
and Divaris, 2005; Misra and McKean, 2000).
(Ornelas and Kleiner, 2003; Jaramillo, Nixon and Sams., 2004; Verment and Steesma, 2005;
Ongori, 2007; Topper, 2007; Ongori and Agolla, 2008; Agolla, 2009) identified the indicators and the
sources of stress in work environments as extended period of time to work, poor work routine, poor
interpersonal association, inadequate or be deficient in resources, inadequate time to make exact
assignments, poor working conditions, overcrowded work stations, excessive paperwork, and many
others. The force to achieve well in the examination or test feat and time for preparation are key
stressor of environmental stress in academic institutions (Erkutlu & Chafra, 2006). Fear of academic
failure related to these tasks is a definite stressor (Kolko, 1980).
Thus, academic, financial, time or health related, and self- imposed stressors affecting
students at the glance (Goodman, 1993).
Researchers (Malach-Pines and Keinan, 2007; Ongori, 2007; Ongori and Agolla, 2008;
Agolla, 2009) asserted stress symptoms as lack of energy, taking over the counter medication, high
blood pressure, feeling depressed, over or less eating habits, difficulty in concentrating, agitation,
nervousness and anxiety among others.
This stress affects relation- the social relations (inside the institution and outside) which
directly distress the life in terms of commitment to accomplish the actual target (Fairbrother & Warn,
2003).Another major foundation of stress is to maintain social intimacy, which is to face thorny to find
a chum or to continue a rapport with an existing one. Students face deficient in the time and/or the
opportunity to build interpersonal interaction (Hartshorn, 1976).
Students countenance numerous obstacles to overcome their stress and stressors in order to
attain their best intellectual act. It considers more than just achieving a successful college career.
Various stressors such as time management and social activities can all create their own hazard to a
students academic performance.
Researches also show a correlation of many stress factors that college students experience
and the harmful effects of stress on their GPA and other performance. Hatcher and Prus (1991) assert
that stress factors are the academic situational constraint. Their study declared a variety of factors that
can shrink a students academic performance. When these stressful situations take place, students
becomes disorganized, disoriented and therefore less able to cope up, thus they face stress related
health problems as tension, pressure, anxiety, depression and frustrations.
In higher learning institutions, students are likely to be the victims of stress. College students
may experience the burnout phenomenon due to learning conditions these education environments
stipulate exceptionally sky-scraping endeavor and do not provide accommodating means that would
help to effectual hack it (Neumann and Reichel 1990).
Coping strategies of stress students comprises of effectual time management, collective
support, positive reappraisal, and engagement in leisure pursuits (Murphy & Archer, 1996). But
Ragheb and McKinney (1993) established a negative association between academic stress and leisure
satisfaction.
This area of research attractions need to inspect stress among students and stressors that is
main source of academic stress faced by students at various management institutions in
Pakistan. Identification of stressors among students helps the educational administrator, lectures and
supervisors to monitor and control the stress, anxiety and depression among students. Often, students
feel that faculty put forth great power over their lives and they suffer in a state of ample powerlessness
(Altbach, 1970).
This acquaintance, educationists will be able to pay more concentration to the stressors of
academic stress of student, the use of counseling measures to aid students in the sound development of
their bodies and mind and help the administrators to build and manage a intellectual youth.
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Methodology

3.1 Objective: The principle objectives of this study are

Discover the common symptoms of stress experienced by management students.
The sub objectives are as follows.
o To explore the most common sources of stress.
o To know degree of stress with respect to gender among students.
o To analyze the stress with respect to current academic level of student.
3.2 Research Questions:
6. What are the common symptoms of stress among university students?
7. What are the most common sources of stress among university students? To what
extent do students feel stress?
8. To what extent students feel stress with respect to gender?
9. To what extent students feel stress with respect to current academic level?

3.3 Targeted Population Sampling: Our target population students were from three public
sector educational institutes that are sited in three diverse cities, University of Education Okara,
COMSATS institute of information and technology Lahore and COMSATS institute of information
and technology Sahiwal. The participants were drawn from Management students of these University
(N = 300); questionnaires were given to a population of 350 business students, out of this, 300
questionnaires were accordingly completed and revisit, giving 85.71% return rate.
Convenient and random sampling method was used to collect data from students.
Questionnaire were consist of four parts and distributed among student during lecture times and a brief
introduction about the purpose of the study and to for better understanding of questionnaire was
delivered to students before distribution. About 20 minute time given to each student to complete their
questionnaires. This time was very suitable for questionnaire that was consisting of only two pages.
3.4 Instrument: Instrument used in this research based on a previous research done in
Botswana University by Agolla in February 2009. Because we are using a previously used and tested
instrument there is no question about its validity. To ensure the reliability of the data, a reliability test
Cronbach alpha was carried out that showed 0.73 results for all items. Questionnaire basically consists
of four parts that are demographics, symptoms of stress, sources of stress and one open ended question.
1; Demographics consist of factors age, Gender and current academic level. 2; Symptoms of
stress consist of seven item that include different symptoms of stress that are usually and hopefully be
among students of business, based on 5 point Likert scale (1= Strongly disagree; 2 = Disagree; 3 =
Neutral; 4= Agree; 5= Strongly agree). Questionnaire provides them option to choose a state of
symptom based on the fact to what extent they have been affected by these symptoms. 3; third part of
questionnaire consist of sources of stress and as above part the participants have option to choose from
five different to what extent they have been affected by that source measure (1= Never; 2 = Seldom; 3
=
Occasionally;
4=
Often;
5=
Most
of
time).
4; and fourth and the final part of the instrument consist of and open ended question that is Describe
what stress you most in one word.
4.
Results
The purpose of the study was to answer the following question, what are the common
symptoms of stress among university students? What are the most common sources of stress among
university students? To what extent do students feel stress? To what extent students feel stress with
respect to gender? To what extent students feel stress with respect to current academic level? The
analysis was done purely on quantitative bases. The outcomes of the research are conferring hereunder.
From sample of three hundred students (N= 300 students) 230 participants answer yes to the
question that was do you feel stress in life, and only 70 students replies no that means 76.7 percent
students were felling some kind of stress that was a very high ratio. Total sample consist of three
hundred students (N=300), among which 203 participants are male students and just 97 participants are
female students as shown in table 1. Female participants are much less then male participants, the
reason behind is that female students are less in ratio then male students in management sciences in all
three institutes.
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Academic Levels: This study also investigate stress against different academic levels their
symptoms and sources of that stress among three universitys undergraduate students of management
sciences. 40.7 percent respondents were of first year, 20.3 percent of second year, 18 of third and 21
percent are of fourth year of total sample size as shown in table 3. Figure 1 shows a box plot diagram
of that compares the current academic level with stress to answer the research question, to what extent
students feel stress with respect to current academic level?
It shows a clear relationship between academic level and stress; the median of no stress box
plot is on academic level 1 or on first quartile that means on average the students at lower class level
feel less or no stress because lower whisker, first quartile, 2 nd quartile and median on one place that
means almost 50 percent who say no stress are at first academic level. The median of yes is against
academic level 2, in this case lower whisker and first quartile are at first academic level that means
from level 1 to 2 almost 50 percent of respondent who say yes are there and rest is between level 2 to 4
or median to upper whisker area. In short figure 1 shows that with an increase in academic level the
stress of students is also increases, at higher class level they have to prepare more projects, assignments
and presentations as compare to lower academic levels. This finding is inconsistent with previous
research of scholars (S.Kahan, Sajid, Areef, Ali, Yaris, 2006), who showed that medical students were
more stressed at earlier levels of their academic career.

Figure 1: Current academic level v/s Stress

Cross tabulation method was used to know the stress level in males and females, table 4 shows
the results. After cross tabulation the figures shows a very interesting figure, it was found that females
feel more stress then male that was 83.5 percent and of male it was 73.4; indeed both parties feel stress
but it is generally accepted that females are better managers then male because they have better ability
to control emotions but situation of Pakistan is different and the above figures shows evidence in favor
of this argument. This finding is consistent with previous researches of scholars in Pakistan in medical
field (Babar, Arsalan, Kazmi,Hamza, Kiran , Nadia, Saadiya , 2004; Shireen, Masooma, Farhana, Sina,
2008).
Symptoms of stress: Results of table 5 shows that 46.3% students experience anxiety and
nervous indigestion, these finding are consistent with previous researches (Cohen and single 2001;
Ongori, 2007; Topper, 2007, Agolla 2009; Agolla and Ongori, 2009); 26.8% were feeling nervous due
to people at home or work because of low confidence level, this finding is inconsistent with previous
researches of scholars (Fairbrother and Warn, 2003; Agolla et al., 2009) that means in Pakistan people
and environment only effects very sensitive students ; 25.7% changed their eating habits or smoke in
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stressed situation, these findings are also inconsistent with previous researches( Cohen et al., 2001,
Stevenson and Harper, 2006; McCarty,Zhao, Garland, 2007; Agolla et al., 2009) because Pakistani
culture smoking consider as a very bad thing, people face lot of tensions in their day to day activities,
so thats why their eating habits are not considerably changed . 47.7% students experience pain in neck,
suffer from migraine, headaches or had difficulty in breathing, these findings are in line with previous
researches (McCarty, 2006; Ongori, 2007; Agolla, 2009; Agolla & Ongori, 2009). 66.4% starts
thinking about next days problems etc. this finding is consistent with previous researches (Ongori,
2007; Topper, 2007 Agolla, 2009; Agolla & Ongori, 2009). 55.3% have trouble to concentrate on one
thing because they have lot of assignments and concerns at one time, this finding shows similar results
as compare to previous researches (Elfering, Grebnser,Semmer, Kaier-Freiburghaus, Ponte, Witchi
2005; Agolla, 2008; Agolla & Ongori, 2009).
Just 15% take any kind of medicines in stress condition because in Pakistan in almost all
universities and colleges health departments are just there for formality, they are not working for the
welfare of the students; this result is inconsistent with previous researches (Agolla, 2009; Agolla &
Ongori, 2009). Results of this study are different from research previous studies because it is first study
that covers business students in Pakistan, previously a no. of researches had been done but only in
medical colleges that cover problems of medical students, business management is a totally different
and a social science field of study. This figures of this study also shows that anxiety, tension, thinking
about problems and trouble on maintaining concentration on one task when a student have more than
one issue are the major symptoms because more all these symptoms found in more than forty percent
students, even in which 2 symptoms were that who got more than 50% response, these results answered
research question that was what are the common symptoms of stress among university students?
Table 6 shows that most of the symptoms are highly correlated the minimum acceptable
significance level is 0.01 and most of symptoms less significance values that means they are very high
correlated, for example, I experience, anxiety or nervous indigestion and I feel tense or pain in
neck., have significance of 0.00 which is very high, it also shows same significant correlation with
symptoms like People at home or school make me feel nervous, I cant stop thinking about my
concerns at night or on..., etc. Some symptom shows significance of 0.001and 0.007 which is also
acceptable and high as well like I usually eat or smoke in response to nervousness producing
situations and I experience, anxiety or nervous indigestion have significant correlation of 0.001.
Source of stress: Results of table 7 answered the question what are the most common
sources of stress in university students? 21.7% of respondents feel that continuous poor performance
have contribution in their overall stress level, this finding is different from previous studies (Dua, 1994;
Fairbrother & Warn, 2003; Erkutlu & Chafra, 2006; Topper, 2007; Agolla & Ongori, 2009). 30.7%
feels that, they feel stress because of unfair friends treatment, this finding shows similar outcome with
a previous study (Agolla & Ongori, 2009). 51% affected by high work load, this finding is in
agreement with previous studies (Fairbrother & Warn, 2003; Polychronopoulou & Davaris, 2005;
Stevenson e & Harper, 2006; Ongori & Agolla, 2008; Agolla, 2009; Agolla & Ongori, 2009) .
58% are uncertain about job after graduation; this finding is consistent with (Kaczynski, 2004,
Agolla et al., 2009). 56.7% were stress due to high competition among students; this finding is in line
with previous studies (Ongori, 2007; Agolla & Ongori, 2009).
Lecture rooms are overcrowded because Pakistan have 6 th largest country in world according
to population, so universities are very much less in numbers as compare to students so thats why
students effected by this situation. And 31% respondent said that they were stressed due to
overcrowded lecture halls, this finding is consistent with previous researches of scholars (Ongori, 2007;
Topper, 2007; McCarty et al., 2007; Awino and Agolla, 2008; Agolla 2009; Agolla & Ongori, 2009).
A very high ratio of 69.7 said that they stressed because of high expectations of their parents,
in country like Pakistan parents have strong influence on their children and they want to maintain it by
setting very high goals for their children that lead to stress, this finding is consistent with previous
researches of scholars (Polychronopoulou and Divaris, 2005; Ongori, 2007; Topper, 2007; Agolla,
2009, Agolla & Ongori, 2009). 33.7 % were not motivated; this may due to irrelevant field selection
that is very common in Pakistan because there no career counseling facility available in schools
Pakistan is a developing country in which education system has not properly structured.
Students got admission in universities after intermediate; at intermediate level annual system is
working in which a 100% weighted exam conducted after a whole colander year study; in this system
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students only feel stress of exam one time in a whole academic year or in other word for only two to
three weeks in a year; in universities semester system is working in which students have to complete
multiple assignments, presentations, multiple projects and exams separately for mid and final term;
they also first time experience, how to work in groups and teams.
This scenario create stressors in Pakistani students like workload, uncertainty about jobs in
future, competition with fellows and low motivation; our findings clearly shows that the contribution of
these stressors in academic stress is more than other stressors; these findings prove our argument that
education system of Pakistan is not properly structured.
5. Conclusion
Outcomes of our study clearly show that students are stressed. Findings of research shows that
the major and most common symptoms of stress in students of these three universities are anxiety or
nervous indigestion, Tension, experience pain in the neck or shoulders and/or suffer from migraine,
Concern about next day work and managing multiple tasks.
Study in these three institutes (University of Education Okara, COMSATS Sahiwal and in
COMSATS Lahore) also found the major sources or stressors, which are High workload, Uncertainty
about getting job after graduating, Competition with fellow students, High expectations from my
parents. Students have lot of work burden due to assignments, projects and exams. Pakistan is now
facing problems of unemployment that also increases competition, every student wants better CGPA or
percentage to increases chances on employment after graduation that also increases stress and negative
synergy.
Our findings in this study are not fully in line with researches done by scholars in other
countries because in Pakistan a very complex and different education system is working. To reduce
academic stress authorities have to plan or restructure courses to reduce work load, career counseling
will be useful to overcome the future uncertainty about jobs, teachers have to work like a coach and
create a friendly environment.
Our study consists of three universities that are situated in three cities, Lahore (big city),
Sahiwal (medium size) and Okara (Small size district), so our sample of 300 students is very diverse
and almost covers every kind of business student; universities can apply this study to reduce academic
stress among students.
Pakistan is an under developing country that faces leadership problems and that problems will
continue if proper plan of action not develop and implemented by government. Government has to
change the system from primary level instead of graduation level; efforts at gross root level are needed
to improve the overall structure of this weak academic system.
These students are future leaders and also future of Pakistan; for a healthy Pakistan a healthy
education system is needed.

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Appendix

Table 1: Gender Distribution

Frequency

Valid

Percent

Valid Percent

Cumulative Percent

Male

203

67.7

67.7

67.7

Female

97

32.3

32.3

100.0

Total

300

100.0

100.0

Table2: Do you feel stress in life?

Frequency
Valid

Percent

Valid Percent

Cumulative Percent

yes

230

76.7

76.7

76.7

No

70

23.3

23.3

100.0

Total

300

100.0

100.0

Table 3:Current academic level

Frequency
Valid

Percent

Valid Percent

Cumulative Percent

1st year

122

40.7

40.7

40.7

2nd year

61

20.3

20.3

61.0

3rd year

54

18.0

18.0

79.0

4th year

63

21.0

21.0

100.0

Total

300

100.0

100.0

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Table 4: Stress v/s Gender

Do you feel
stress in life?

Male
Sex of responder
Female
Total

Count
% within Sex of responder
Count
% within Sex of responder
Count
% within Sex of responder

Total

yes

No

149

54

203

73.4%

26.6%

100.0%

81

16

97

83.5%

16.5%

100.0%

230

70

300

76.7%

23.3%

100.0%

Table 5: Symptoms of Stress

Symptoms of Stress
I experience, anxiety or nervous indigestion
People at home or work make me feel nervous.
I usually eat (over or less), or make smoke in
response to nervousness producing situations
I feel tense, experience pain in the neck or
shoulders, and/or suffer from migraine,
headaches, or have difficulty in breathing.
I can't stop thinking about my concerns at night
or on weekends long enough to feel relaxed and
refreshed the next day.
I have trouble concentrating on what I'm doing,
because I'm worrying about other things.
I take over-the-counter medications or
prescription drugs to relax

SD+D (%)

N (%)

S+SA (%)

34.3

19.3

46.3

55

18.3

26.8

58.3

16

25.7

35

17.3

47.7

13.7

20

66.4

21.3

23.3

55.3

73

12

15

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Table 6: Correlation among symptoms of Stress

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Table 7: Sources of Stress
Sources of Stress

Continuous poor performance

Unfair treatment by friends
High workload
Inadequate resources to do assignments
Uncertainty about getting job after graduating
Competition with fellow students
Overcrowded lecture halls
High expectations from my parents
Not attending lectures
Conflict with my fellow students
Poor performance
Low motivation

Never
+
Seldom
(%)
54.3
52.3
28.3
42.3
35.3
29.7
53.7
21
52.3
53.7
59
47

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Occasionally
(%)

24
17
20.7
40
6.7
13.7
15.3
9.3
17
22
15
19.3

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Often
+
Most of Time
(%)
21.7
30.7
51
17.7
58
56.7
31
69.7
20.3
24.4
26
33.7

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