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Stress and coping strategies among university students: A phenomenological

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 Indian Journal Social Science Researches
Vol. 7, No. 2, October, 2010, pp. 100-111
ISSN 09749837
Stress and Coping Strategies among University Students: A
Phenomenological Study
Bishakha Majumdar* and Anjali Ray**
The present study explores the general stressors as perceived by the first year postgraduate students of Physical
Sciences as well as Social Sciences in the different aspects of post-graduate education, covering the domains
career related stress, interpersonal relationships, expectation from self and others, stress from emerging challenges
and time management, as well as their coping strategies. Data was collected invoking top-of-the-mind responses
about the issues in question and was analysed through content analysis involving inductive coding. Qualitative
analysis revealed the major stressors in each area. Subjects reported being assailed by mostly psychological
consequences of stress – such as tension, anxiety, worry, temper tantrums and hopelessness. Most subjects
reported employing problem forcussed coping to deal with stress. Several interventions were suggested, based on
the data obtained, to bring improvements in the current scenario.

Key words: Stress, coping strategies, university students.

Stress is a necessary aspect of our life. It possess sufficient financial, technological and
adds flavor, challenge and opportunities to our social support to opt for higher studies. This is
lives, egg us on towards our goals and makes more so in a resource starved nation like India
experiences exciting and activities challenging. where the government’s goal of taking even
However, the benefits of stress do not last beyond primary education to every citizen remain far from
a certain level of stress (Ivanecevich & Matteson, being realized.
1980), and once this threshold is crossed, stress Higher education, especially at the post-
influences adversely the physiological and mental graduate level, comes with its fair share of pressure
health (Bartlett, 1998) that causes worry, anxiety, as students strive to adjust to the new environment
irritability, fatigue, disequilibrium in the body of the university and the demands placed on them
metabolism and compromise of immunity. by the curricula at the post graduate level that
In recent times, alarming trends have been seeks to shift the focus from guided learning to
found in perceived stress in the student community exploration and innovation. Since these students
(Sax, 1997). Increasing rates of mental health are usually from among the more promising ones
problems among young people in general, as well in the peer group, their expectations from
as among school and college students are themselves as well as that from others tends to
affecting not only the students themselves but also be high and in some cases unrealistic . In addition
their peers, family members and the educational those, new demands in interpersonal relationships,
institution (Britz & Pappas, 2010). career choices and other daily stressors are likely
University education is an opportunity to further contribute to the accumulating stress.
reserved only for a select few in any nation – who This is likely to affect adjustment and productivity
have shown relatively exceptional skills and interest in the long run, unless healthy coping mechanisms
in their academic fields of specialization at the are employed to deal with the stress constructively
school and the intermediate level, and who also (Holahan & Moos, 1987).
* Project Fellow, UGC DRS I (SAP) Department of Applied Psychology University of Calcutta
** Coordinator, UGC DRS I (SAP) Professor , Department of Applied Psychology University of Calcutta
101 Majumdar & Ray

Coping is influenced by the personality overload can turn out to be major stressors
characteristics of an individual (Bolger, 1990; (Sloboda, 1990).
Friedman et al., 1992). situational demands (Heim, The amount of guidance and support offered
Ausustiny, Schaffner & Valach, 1993), and the by teachers may also determine student stress
social characteristics of the environment (Meijer, 2007; Abouserie, 1994). It is found that
(Mechanic, 1978). Researchers have identified students fare better when the class environment
two major types of coping strategies: approach is noncompetitive, collaborative and task-oriented
style coping which is characterised by logical rather than being competitive and performance-
analysis of the situation, positive reappraisal and oriented (Pressley & McCormick, 1995; Wood et
problem solving. The second one is avoidance al., 1991).
style coping, characterised by resignation, Time management has a greater buffering
emotional discharge, and cognitive avoidance and effect on academic stress and poor time
seeking new sources of satisfaction (Moos, 1993). management has been found to be a predictor of
Problem focused coping is inversely related to academic stress (Misra & Mckean, 2000).
anxiety whereas emotion focused coping is found Academics and time management were often
to be predictive of anxiety (Sarason, 1984). mentioned together as factors causing stress
According to Dyson and Renk (2006), (Libby, 1987). Johnson (1978) identified
attending college can be a rewarding experience, organization of time as one of the critical stressors
but can also cause significant anxiety and stress of student hood. Another potential stressor is the
for students. Ross, Niebling and Heckart (1999) emerging challenges and responsibilities that
identified daily struggles, as opposed to major students face (Ross et al., 1999).It can produce
occurrences in life, as accounting for greater stress distress when seen as exceeding one’s existing
among students. repertoire of coping resources.
To view the stress of university students as Issues outside the academic environment
purely academic in origin is to simplify its nature also act as stressors in a student’s life and place
and trivialize its consequences. Researches from demands on his or her capacities for coping. A
across the globe, on the stress of students in major stressor in this case may be the work family
higher education, identified a number of stressors role conflict (Hammer and Thompson 2003).
that affect students in higher education academic, Relationships among new friends and partners,
financial, or related to time management (e.g., especially intimate relationships will bring stress
Goodman, 1993). Study-related stress initself is to students. Conversely, stability and security in
a major source of emotional distress (Stewart- interpersonal relationships is a source of social
Brown et al, 2000). Tyrell (1992) found that the support that has been identified to be a great buffer
mostintense sources of stress for Irish students against student stress contributing to academic
are performance in examinations, grades, financial achievement (DeBerard, Spielmans & Julka,
concerns, fear of failure on specific assignments, 2004), persistence in academic endeavours
and career decisions. Finally, choosing a future (Mallinckrodt, 1988) and successful transition to
career is a challenging endeavor If not handled new environments (Hays & Oxley, 1986). It has
adequately, uncertainty about the future and work been found that students, who have secure
 Stress & coping strategies 102

attachments to supportive, stable parents and employed by the scholars to deal with the stress.
communities are better equipped to manage Method
student life (Council Report, 2003). Participants and Procedure
Finally, females are more likely to show of The present sample included 150 first year
emotional problems during the course of higher post-graduate students (Science/Social Sciences)
education than male students (Fisher & Hood, of the University college of Science and
1988; Surtees & Miller, 1990). Again, Springett Technology, University of Calcutta – slated to
and Szulecka Lekarz, (1986) , and Watanabe complete 1 year in the institution. Since freshmen
(1999) found that the scores on General Health and sophomores lack the strong social support
Questionnaire are higher for those studying arts networks and the coping mechanisms used by
than those studying science subjects. senior students to deal with college stress (Allen
Students in higher education are in many & Heibert, 1991), it was expected that their
ways a nation’s future i.e., in being an educated, responses would provide a more comprehensive
skilled and trained workforce with the potential to review of the stressful situations faced by students
lead the nation in its various undertakings. Hence during their formative years at the university.
the health of the scholars, who have obtained the The prospective participants were
opportunity to get themselves trained in the contacted via the Heads of the respective
premier institutes of the nation, is of paramount departments, and informed consent was
importance. The objectives of the present study obtained. The response schedule was
are outlined as follows: administered to 180 willing participants. 150
1. To find out the major issues that have questionnaires were filled up and returned
affected/are affecting the lives of the scholars (response rate of 83.33%) – whichwere selected
studying at the post graduate level. for the purpose of research and analysis.
2. To identify the perceived effects of the Sample Demography
stressors named on the physical/mental health Table 1 summarises the information
of the students. regarding the sample characteristics. The study
3. To identify the coping strategies was carried out in the months of April and
May, 2010, in Kolkata, India.
Table 1: Sample Characteristics (N = 150)
Sample Age Sex Educational Specialization Marital
size Qualification status
150 21 – 25 Male Studying at the post Pure Sciences Single
years (68) graduate level for 1 (Physics, (146)
Average Female year Mathematics): 80 Married
age: 22 (82) Social Sciences (4)
years (Psychology, Applied
Psychology): 70
103 Majumdar & Ray

Measures In addition, for two of the theme areas, a

Five areas of interest or themes (identified new code of Solutions was used the changes/
on the basis of review of major research on mental methods that the respondents recommend to
health of students in higher education) are as eliminate the stressors, to minimize their effects
follows: or to deal with them constructively.
1. Career related Issues
Sub codes also emerged under the first
2. Issues relating to interpersonal
three primary codes which are relevant to the
relationships
specific theme areas.
3. Expectation from self and others
2. Quantitative Analysis: To assess the
4. Stress from emerging challenges
5. Time management popularity of each response the present
An unstructured questionnaire was researchers calculated the frequency of each
developed, in which the respondents were response and the percentage of the respondents
instructed to study the theme areas and then write who gave a particular response. Further analysis
down their top-of-the –mind responses in each area was done to find out the differences in the trends
– relating to their personal experiences (both of responses of the sub groups (male vs female
positive and negative) at the post-graduate level. and pure sciences vs social sciences). On the
Utmost confidentiality was assured to the basis of this, the responses are categorized as
participants. Common Responses (cited by at least 20% of
Analysis of the Responses the respondents) and Rare Responses (cited by
Owing to the nature of the response
less than 20% of the respondents)
generated and the purpose of the study, the data
Results
collected was subjected to qualitative analysis.
The content of the data collected was
1. Inductive Post Coding: Each response
analyzed qualitatively following the methodology
schedule was analyzed in terms of its content and
classified domains or codes. Three primary codes described above.
that emerged for each of the theme areas are as Career related issues
follows: This theme evoked a large number of
* Stressors – the specific events of responses from all the participants irrespective of
situations that were seen as taxing one’s available gender or area of specialization. More than three-
physical and mental resources fourths of the scholars stated that career is a major
* Effects/consequences – the impact of source of stress for them and more than half of
the stressors on the individual (positive or negative) the respondents reported thoughts of career to
* Coping strategies employed – the occupy their thoughts and cause them tension
techniques reportedly used by the respondents to and worry.
cope with the stress
 Stress & coping strategies 104

Table-2: Table showing the categories of the qualitative responses, frequencies and % for career
related issues
Domains Items Freq %
Domain: Stressors
Future lack of counseling on career-related issues – including job openings, one’s 50 33.33
career aptitude and temperamental suitability for a chosen career, job stability and long-
term prospects and adjustment in the workplace.
uncertainty about getting a job . 40 26.67
insecurities in the job market 38 25.33
Competition 33 22
lack of placement opportunities 33 22
Rare Responses
pressure to excel in one’s chosen career 13 8.67
friends getting a job ahead of oneself 10 6.67

pressure to get a job early 2 1.33

Present pressure of frequent examinations 100 66.67
career hectic study schedules 75 50
pressure of completing assignments 36 24
vast syllabus 35 23.33
teachers and the academic set up – due to ‘lack of adequate study-related help’, 50 33.33
‘dependence on the lecture method of teaching’ and ‘inefficient evaluation of
answer scripts’.
Rare Responses
family pressure to perform well academically 11 7.33
competition among classmates– leading to ‘cold war, rivalries and conflicts’ 10 6.67
lack of income and inability to contribute to the family income 20 13.33
Domain: Effects
frustration, tension and anxiety 52 34.67
preoccupation and a sense of being burdened 38 25.33
maladjusted behaviours like temper tantrums, depression and suicidal tendencies 50 33.33
Rare Responses
lack of self-development due to examination oriented studies 10 6.67
friends exploiting each other for academic success 4 2.67
emotions dying out in the race for careers 1 0.67
Domain: Coping Strategies
positive outlook – try to deal with the stress with ‘hard work’, ‘having confidence 51 34
about one’s career related abilities’ and keeping a positive attitude(‘something is
going to happen one way or other’)
Being satisfied with one’s present achievements and focusing on the opportunities 40 26.67
(‘vast job market’, ‘good curriculum’, etc.)
Domain: Solutions
Career counselling, placement services, part time employment 115 76.67
105 Majumdar & Ray

For the theme area Career Related Stress, related issues. Scholars reported trying to deal
this code was subdivided into two sub-codes: with the stress with ‘hard work’, ‘having confidence
Stress about future career and stress about about one’s career related abilities’ and keeping
present career. Pressure of frequent examinations a positive attitude (‘something is going to happen
and insecurities in the job market were identified one way or other’). Other attempts to cope include
by two-thirds and one third of the respondents being satisfied with one’s present achievements
respectively as major stressors. In the domain of and focusing on the opportunities (‘vast job
Effects, about one-third reported maladjusted market’, ‘good curriculum’, etc.). More than two
behaviours like temper tantrums, depression and thirds of the respondents recommended career
suicidal tendencies. Evidences of problem focused counseling and upgradation of the placement
coping are found from among the statements services by the university.
expressing a positive outlook towards career
Issue relating to interpersonal relationships
The findings are summarized in the table below:
Table-3: Categories of the qualitative responses, frequencies and % for issues relating to interpersonal
relationships
D om a in Item s F req %
D om ain: Stressors
F am ily conflicts w ith parents– re la ting to issues lik e choic e of c areer, c hoice of 90 60
rom antic partners and friends, stud y tim e, interference in personal m atters and
financial d epe ndenc y
gro w ing distance from fam ily m em bers due to hectic ac adem ic schedule/not 52 34.67
spending quality tim e w ith the fam ily
R are R esponses
colle ge tension ca using fights at hom e 12 8
uncertainty a bout the w e ll-b ein g of fam ily m em bers 2 1.33
U niver jealous ies am ong and com petitio n w ith class m ates 31 20.67
-sity T eachers – lack of personal c ontacts w ith the professors and inab ility to 20 13.33
(peer com plete assignm ents in tim e causing poor re la tio ns w ith them
group R are R esponses
/teachers )
ide ological a nd political differences w ith classm ates 14 9.33
diffic ulty faced b y rural/m igratin g s tud ents to settle d ow n in the ne w atm osphere 2 1.33
R om a ntic relations hip
m isc om m unication and m isunders tanding 91 60.67
lack of reciprocation of feelin gs b y loved o ne 36 24
not sp end in g qu ality tim e w ith each other 35 23.33
lack of faith in partner 31 20.67
R are R esponses
brok en rela tionsh ips 9 6
in ability to fin d a partner 6 4
Effects
tension, anxiety and irritation 55 36.67
R are R esponses
F eeling of being ‘torn betw een re latio nships ’ 4 2.67
pressure to p erform 2 1.33
Loneliness 1 0.67
C oping S trategies
com prom ise – ‘sac rificin g’ or ‘g iv in g up things that ha m per relations w ith lo ve d 40 26.67
ones’
Positive attitude –‘c onflicts help us to un derstand others’ and ‘rom antic 39 26
relationships h elp cope in stress’
no stress due to interpersonal relationships / relations hips a ‘source of strength 31 20.66
and support’.
 Stress & coping strategies 106

* Under this theme, the major stressors More than one third of the respondents
named could be sub-coded into 3 categories: fam- stated that they are affected by tension, anxiety
ily, University (peer group/teachers) and Roman- and irritation as a result of problems in
tic relationship interpersonal relationships.
Three-fifths of the respondents named The major coping strategy identified by the
conflicts with parents as the major stressor in this respondents was balance or compromise that is
category – relating to issues like choice of career, ‘sacrificing’ or ‘giving up things that hamper
choice of romantics partners and friends, study relations with loved ones’. Positive attitude was
time, interference in personal matters and financial cited by about one-fourth of the respondents by
dependency., ‘Regarding the teachers, two statements like ‘conflicts help us to understand
sources of stress were mentioned – lack of others’ and ‘romantic relationships help cope in
personal contacts with the professors and inability stress’. About one fifth of the respondents reported
to complete assignments in time causing poor that they feel ‘no stress due to interpersonal
relations with them. relationships’, and viewed them as a ‘source of
strength and support’.
Expectation from self and others
Nearly all the respondents reported that they experience stress due to the pressure of expectations
from self and others.
Table-4: Categories of the qualitive responses frequencies and % for different domains
Domain Item s Freq %
Stressors
inability to fulfill the expectations of loved ones 52 34.67
others not fulfilling expectations 50 33.33
conditions of worth ( e.g, ‘My fam ily’s happiness 40 26.67
when I do well causes m e stress’)
Rare Responses
lack of free comm unication about expectations 8 5.33
unrealistic expectations from others 2 1.33
Nature of being self sufficient or ‘well-established’ 120 80
Expectations
being a good hum an being 75 50
from self
Nature of Generosity 52 34.67
Expectations Respect and friendly behavior 38 25.33
from others Rare Responses
‘others bearing with m y temper tantrum s’ 2 1.33
‘others understanding m y needs without m y telling 1 0.67
them ’
‘teachers helping m e m ore to understand the 1 0.67
subject.’
Effects
feelings of insecurity 35 23.33
low self esteem 31 20.67
frustration and aggression 30 20
Rare Responses
Underperform ance 4 2.67
Fear of perform ing 1 0.67
Coping Strategies
having less expectations from others 8 5.33
Positive attitude – ‘feeling m otivated by 3 2
expectations’ , ‘being confident about fulfilling
expectations’
‘finding other ways to m ake oneself happy’ in case 1 0.67
expectations are not fulfilled
107 Majumdar & Ray

A new sub-code was formed under this category namely, nature of expectations to assess the
specific content of the expectations.
Stress from emerging challenges
The findings are summarized in the table below:
Table-5: Categories of the qualitative responses, frequencies and % for stress from emerging challenges
Domain Response Freq %
Stressors
transition from the relatively less demanding undergraduate level 55 36.67
to the postgraduate level
difficulty with the medium of instruction 36 24
vast syllabuses 31 20.67
lack of personal guidance from the teachers 31 20.67
Rare Responses
migrating from home to the hostel environment 12 8
failure in competitive examinations 8 5.33
imbalance between home and work 2 1.33
Effects
Tension 91 60.67
Confusion 90 60

Lower self confidence 85 56.67

Coping Strategies

Hard work 50 33.33

Rare Responses
keeping a problem-solving attitude 3 2

‘Believing in one’s ability to adjust’ 3 2

trying to ‘enjoy the stress’ 1 0.67

 Stress & coping strategies 108

In this category, the respondents identified the transition from the relatively less demanding undergraduate
level to the postgraduate level as the major stressor. More than three-fifths of the respondents reported
negative effects such as ‘tension’, ‘confusion’ and ‘lower self confidence’.‘Hard work’ was reported by
one-third of the respondents as the primary means adopted by them to come with the emerging
challenges.
Time management
The findings are summarized in the table below:
Table-6: Categories of the qualitative responses, frequencies and % for time management
Domain Response Freq %

Stressors
difficulty in managing time ‘between academics and personal 52 34.67
activities’

difficulty in time management during examinations 51 34

‘having little time to complete the syllabus in detail’ 35 23.33

problems in following routines 31 20.67

Rare Responses
‘spending long time commuting to and from the university’ 6 4

Effects
Finding no time for co-curricular or leisure activities 37 24.67

Tension 20 13.33

Rare Responses
Restlessness 11 7.33

‘strain to adjust between personal and professional lives’ 1 0.67

Coping Strategies
making lists of priorities 12 8

Making active efforts to finish work in time 3 2

Minimising unnecessary socializations and recreations. 2 1.33

109 Majumdar & Ray

Nearly all the respondents reportedthat of greater psychological health and adjustment
they have problems in time management. than in case of those who do not perceive any
Further, nearly one fourth of the respondents stress in these domains is, however, a matter of
reported that they have no time for co-curricular further investigation. Secondly, significant sex-
or leisure activities.. related differences are found in one of the family-
Almost all the strategies named involved related stressors cited: conflict with parents
problem focused coping – such as ‘making lists regarding the choice of life partner is exclusively
of priorities’, ‘making active efforts to finish work mentioned by the female respondents in the
in time’ and ‘minimising unnecessary present sample (one-third of the women who
socializations and recreations.’ participated cited this, while this did not appear
Inter group difference in response trends in the top of the mind responses of any of the
No significant difference could be found male respondents).
between the response trends of the male and Discussion
female respondents or between the response The results of the study reflect important
trends of the respondents from pure science and insights into the nature of stress faced by the
social science specialization for most of the University students and the ways they try to deal
categories and themes. Thus it appears that, for with the same. The trends seen are in many ways
the present sample, the common stressors, similar to the findings of research conducted
impacts and coping strategies cited hold more or across the globe that students face stress from
less true across the categories – since they are academic pressure (‘vast syllabus’, ‘lack of time
all subject to nearly the same academic to complete the syllabus’ and ‘frequent
environment, job market and social demands. This examinations’), career choice, competition,
corroborates the findings of Gmelch, Wilke, and difficulty in time management and absence of
Lovrich (1983), there is a ‘fairly diffuse problem of adequate guidance from teachers (e.g., Meijer,
stress in university settings as opposed to more 2007; Goodman, 1993) . We identified the new
discipline-specific problems’. situations that lead to stress in a sophomore in
Two significant exceptions are found; in the university namely medium of instruction
case of Issues Related to Interpersonal (predominantly English, which students from
Relationships, more than three-fifths of the Bengali medium background often find difficult to
respondents from the pure sciences report that master), migrating from home to a metropolis for
they have little or no problems related to higher education, and the less guided style of
interpersonal relationships, while all the students teaching and learning at the post graduate level.
from the social sciences cite one or more Finally the expectations of the family from the
difficulties they face in this area. It is possible young person, both as a promising student as
that since sample of Social Sciences is drawn well as a responsible member of the family, can
from the behavioural sciences departments only, cause pressure on the student as he or she strives
they are more sensitized to the various stressors to live up to these expectations. Romantic
relating to relationships with others and more relationships, which are assuming more and more
concerned about them. Whether this is predictive importance for the young adults, are also a major
 Stress & coping strategies 110

source of stress at this level. of the current job market.

An interesting finding is the interrelated 3. Providing regular career counseling
nature of the variables studied. Academic pressure services to the scholars
and career related stress appears to get displaced 4. Identifying students with language or
to the home environment, causing strain in learning difficulties for need based coaching
interpersonal relationships. It also contributes to 5. Providing psychological counseling
competition among classmates thus affecting the services and destigmatizing psychological issues
social support network available for a given 6. Teaching positive coping strategies and
student. Work home role conflict comes up as a time management skills to students.
major stressor as students report striving to 7. Making internships a part of the curricula
maintain the balance between home and to reduce the financial dependency of the students
professional lives. This causes poor time and to add to their confidence.
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