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Apr 11, 2019 · We reviewed studies that demonstrated a range of negative effects of academic-related stress, highlighting the potential broad spectrum of benefits that may result from the implementation of stress-management interventions.
- Michaela C. Pascoe, Sarah E. Hetrick, Alexandra G. Parker
- 2020
Jan 1, 2019 · Abstract. This research paper aims to review the literature on stress; sources of stress; signs and symptoms of stress; and adverse effects of stress on students health and...
May 23, 2022 · Abstract. Academic stress may be the single most dominant stress factor that affects the mental well-being of college students. Some groups of students may experience more stress than others, and the coronavirus disease 19 (COVID-19) pandemic could further complicate the stress response.
- 10.3389/fpsyg.2022.886344
- 2022
- Front Psychol. 2022; 13: 886344.
Apr 23, 2021 · Results show that about 88% of students experienced moderate to severe stress, with 44% of students showing moderate to severe anxiety and 36% of students having moderate to severe depression. In particular, female, rural, low-income, and academically underperforming students were more vulnerable to these mental health issues.
- Jungmin Lee, Hyun Ju Jeong, Sujin Kim
- 2021
Jun 16, 2022 · A particularly negative impact has been seen in students due to the high level of stress they endure, affecting their learning outcomes. Various methods are used to tackle stress.
- 10.3389/fpsyt.2022.869337
- 2022
- Front Psychiatry. 2022; 13: 869337.
Sep 24, 2020 · College students are at risk of experiencing stress, anxiety and depression, which cause psychological distress and may impact on their academic performance [ 13 ]. Worldwide, it is estimated that 12–50% of college students present at least one diagnostic criterion for one or more mental disorders [ 14 ].
Overall, main results showed moderate intervention effects for stress, depression, and anxiety in both groups. Subgroup analyses yielded significant differences related to the theoretical background, the type of control condition, and the length of the intervention in trials targeting students with high-stress levels.
