There can be other factors that lead to stress, research shows that students who consider themselves of more than one race are more likely to feel depressed, have trouble sleeping, skip classes, smoke and drink alcohol. A study based on national surveys of 90,000 middle school and high school students, found that young people of mixed race are at higher risk for health related stress problems. For example, students who described their race as both black and white reported more difficulties than those who considered themselves solely black or solely white. The most common explanation for the high risk status is the struggle with identity formation, leading to lack of self- esteem, social isolation and problems of family dynamics (Cassidy, 1999).
Research reviewing student stress is limited and therefore ways in which to address the problem is also limited. If more research is conducted this could lead to an increase in solutions for stress elimination. The purpose of the present study was to assess and analyse stress levels of Chester College students whilst comparing the validity of our stress measure design against a previously existing measure using Spearman’s correlation test. We then could see if our stress measure was reliable. This has both qualitative and quantitative aspects.
The Experimental/ Directional Hypothesis stated that there will be a
significant correlation in the stress results collaborated by the existing stress
measure, with the new measure formed in class. The Null Hypothesis stated
that there will be no significant correlation between the results of the two
questionnaires, and correlation found will be due to chance factors.
Method
Participants
The participants consisted of 19 undergraduate psychology students at
Chester College. The participants were opportunity sample participants. The
students gave written consent to this experiment as part of a research
methods course. Ethical guidelines are being followed therefore ethical issues
are unlikely to arise. Individual results are kept anonymous and confidential at
all times. Participants consisted of males and females and ranged
from the most common age of 18 to 40 years of age.
Measures and materials
The measures used were two stress questionnaires, one which was an existing stress questionnaire from the American sociological association (1983) (see appendix 1). The second measure was a stress questionnaire which was produced as a class (see appendix 2). The materials used included computers to set up questionnaires and analyse data, pens used to fill out the questionnaires and ‘psychologist October 2003’ magazine to read to generate topics for the new stress measure.
Procedure
Before starting the experiment written consent was given by all the participants. Participants were asked to fill out two questionnaires, one of which was an existing questionnaire from the American sociological association (1983) (see appendix 1). The second questionnaire was the questionnaire designed in class (see appendix 2). This questionnaire was designed by the students using resources such as ‘psychologist 2003’ magazine. This included stress articles to help find stress factors to formulate questions. The questionnaires were answered by a response number 0-4. The anonymous results from each of the 19 Students were analysed in SPSSv.11 using Spearman’s correlation test. This was to determine the agreement between the two sets of data points.
Design and Analysis
A repeated measures design was carried out. The variables were the two questionnaires. The data was analysed using SPSSv.11. Inferential statistics were generated and spearman’s correlation was performed to see if the new measure of stress was valid. The alpha level was set at p < 0.05.
Results
The results of the analysis revealed that the stress measure produced in class was valid. The results were analysied using Spearman’s rho correlation coefficient. It was found that there was a significant correlation between the existing stress measure and the new stress measure formed in class. The new measure is therefore reliable. rs. 527, P.05, two tailed.
Figure 1
Figure 1 shows the significant correlation between the existing stress scale and the new measure of stress.
Discussion
The hypothesis was supported as the new measure of stress had a
significant correlation with the existing measure of stress. This was proved by
carrying out Spearman’s correlation. The data analysis indicated that the new
measure of stress is valid and therefore a reliable way to measure the stress
of college students.
Previous research on stress levels in students has indicated that levels
can be significantly high. Li Yuen Hung (1999) found that students are under
a lot of stress during their first three months of college, brief factors that were
responsible for this stress were identified. The factors that produce the least
stress included a good socio- economic status and un-pressurised parental
expectations. The factors identified here that can decrease stress are factors
which the student cannot change (Eysenck, M.W. 2003; Fisher, S. 1994).
The benefit of the new measure of stress created in this study helps to
breakdown all the aspects of college life. This can help the student to see
which factor is causing the stress. This could help the process of stress
elimination. The student can see the stressful problem clearly and go on to
address it. The new measure can breakdown student stress into factors such
as finances, health, time management, or even homesickness. This is helpful
for the student to see the problem (such as worrying about finances). The
student can then go on to address the problem in a suitable way (such as
drawing up a budget planner). This measure of stress can help the process of
stress elimination.
Further research in this field could identify ways to address each factor
of student stress. A measure of stress could be formed that has solutions to
each aspect of student life stress.
The measure of stress designed in this study could be extended further
as it has been proven that it is a reliable measure. Solutions to the
factors of stress would have to be researched and proven, then linked
together with each statement on the questionnaire. The response levels of 0-4
for each statement would each have a different solution.
A limitation to this study would be the aspect of privacy. The
questionnaires were filled out in the class room amongst peers. This could
have produced false results as students may not have indicated the whole
truth. If this study was to be repeated, to ensure more reliability each student
should fill the stress measure out privately. This would then ensure more
validity.
Conclusion
The study was to find the reliability of the new stress measure, and to
measure stress levels in students. The experimental hypothesis was
supported as the new measure of stress had a significant correlation with the
existing measure of stress from the American sociological association.
Spearman’s rho correlation coefficient was used for the analysis of data.
Taking into account the limited existing reseach on solutions for student
stress, there is definitely room for futher research.
References
Cardwell, M., & Flanagan, C. (2002). Do brilliantly A2. London: Harper Collins
Publishers.
Carlson, N.R., Buskist, W., & Martin, G.N. (2000). Psychology: The science of
behaviour. Harlow: Pearson education.
Cassidy, T. (1999). Stress, cognition and health. London; new York: Routledge.
Eysenck, M.W. (2003). Psychology for AS level (2nd ed.). New York: Psychology
Press.
Fisher, S. (1994). Stress in academic life. Buckingham: The Open University
Press.
Rice, P.L. (1992). Stress and health. London: Brooks/Cole Publishers.
Appendix A
Appendix B
Appendix C
