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Table of contents
INTRODUCTION

Stress is seen as modern society’s illness by professionals from different

sectors. It has effects on people’s behaviours, communications and efficiency.
Stress was described as a relationship between individuals and their
environment that is appraised as dangerous and evaluated as beyond their ability
to deal with stress.
Selye defined stress as a physiological non-specific reaction to external or
internal demands. Therefore, it is not the stressor that causes stress but the
individual’s perception and emotional reaction to it. University students are
exposing to very stressful situations. The problems encountered by students
may differ from those faced by their nonstudent peers. The pressure to get good
grades and to get a degree is very high. Getting high grades is not the only
source of stress for students, also there are other important sources of stress,
which included homework, assignments and uncomfortable classrooms.
Stress is condition or feeling experienced when a person perceives that demands
exceed the personal and social resources the individual is able to mobilize.
Stress is inevitable. Stress is normal part of everyday life. Stress is often a
reaction to change. In these day students are in stress. A reasonable amount of
stress is good for us because it gives us push. But extreme level of stress is
harmful for the students. If the student is in more stress then he cannot work
properly. They can’t study properly. They suffer from lot of problems. In these
days there is high competition among students. Due to high competition every
student wants to achieve maximum in minimum time and minimum amount of
effort. Because of lot of stress they don’t go high. Students take extreme steps to
deal with stress. Sometime they commit suicide because of lot of stress.
Because of stress there are many health problems among young students. They
are suffering from blood pressure, migraine, fever, headache, loneliness etc.
LITERATURE REVIEW

For most of the past hundred years, the pedagogical focus of health professions
training has encouraged the development of behaviors expressing impersonal
objectivity. In recent decades, however, course workload requirements and the
teaching have slowly taken a more humanistic approach. Despite these
curricular changes, the evidence of stress studies in the health professions
education literature suggests that the education of students has taken a toll on
their physical and psychological health.

Academic Performance As a Potential Stressor

In the literature, several factors have been linked to stress experienced as a
response to students’ efforts to meet academic performance requirements. The
two most frequently cited are grade competition and heavy workload.
Competition to receive good grades for freshman and sophomore students is
generally focused on the completion of projects in addition to successful
performance in demanding basic science courses. Junior and senior students, on
the other hand, generally experience stress related to difficulties in meeting
various requirements. Long hours and heavy workload were also noted in
several studies as contributing to a stressful learning environment. Heavy
workload pressures result in a fear of failure due to concerns about falling
behind in course requirements. Sanders and Lushington found that students with
higher levels of stress related to their relationships with faculty members  tended
to have lower grades in tests of competence and basic understanding.
Studies of medical students have reported competitive pressures to achieve good
grades in didactic examinations and clinical practice evaluations. Other studies
noted heavy workload and long hours during professional training as highly
stressful experiences.
Student Relationships with Faculty As a Potential Stressor
Students reported high levels of stress due to inconsistent feedback from faculty
and perceptions of receiving unjustified criticism on exercises. Medical students
reported that they found few faculty members who were willing to serve as
mentors. Medical faculty members appeared to be generally unaware of the high
levels of stress their students were facing and did not recognize signs of student
burnout. Hayes suggested that medical schools promote a culture of intimidation
for students who do not comply with expected behavioral norms. Holm and
Aspergen reported that medical students who utilized both scientific and
humanistic techniques were often criticized as not being as professionally
competent as their colleagues who relied exclusively on an impersonal, scientific
approach to managing patients.

Personal Life Issues As a Potential Stressor

Researchers in education have reported student frustration with the lack of
social support from their schools or an inadequate amount of time for rest and
relaxation. Acharya reported that Indian students were often stressed by the fear
of facing their parents after failing academically. Mounting financial
responsibilities were also found to be a significant source of stress for both
student groups. Stewart et al. noted that the loss of opportunities for social
and recreational activities contributed to higher stress levels, less overall
academic success, and more symptoms of depression in second-year medical
students.

Professional Identity As a Potential Stressor

Students appear to face challenges during their professional training in
developing and maintaining a sense of confidence in their ability. Very often,
these challenges have been found to be affected by gender and are also linked to
an imperative for students to exhibit perfection in all aspects of their behavior
and skill.
 Burk and Bender found that students reported their stress was related to
personal disappointments over their academic performance. To cope with stress
caused by their perceptions of inadequate performance, students sought support
from upperclassmen, their peers, and faculty members in their courses.
Female students were reported to be more likely to experience emotional
problems related to stress. Polychronopoulos and Divaris also reported that
females felt much more stressed about the difficulty of their coursework and
their fear of failing. Westerman et al. found stress scores to be generally higher
among females than males in several measurement categories.
Both dental and medical students also suffered stress due to a perceived lack of
competence in being able to treat patients. Henning et al. suggested that
students’ pursuit of perfection led them to feel like imposters if they had
difficulties adjusting to the rigors of professional life. Dahl in et al reported that
third- and sixth-year students in Swedish medical schools suffered significant
stress from a lack of confidence in their personal ability to endure long hours
and perform clinical duties competently. Several stress factors were associated
with depression. The incidence of depression symptoms reported by medical
students was felt to be greater than that found in the general population. This
study also found that female students reported higher levels of stress than males
and that the types of stressors having the greatest impact on students’ well-being
changed as they progressed from training. Radcliffe and Lester reported that
developing a professional demeanor was felt by students to be one of the most
demanding aspects of their training. These investigators reported that transition
periods, such as graduating from preclinical to clinical training, were considered
the most stressful times in their professional education.
Rosenfield and Jones suggested that too much emphasis is placed on scientific
objectivity and detachment in medical training. Knowing when to talk, act,
listen, or tolerate a patient’s distress is part of the art form of medicine. An
unfortunate side effect of medical training noted by these authors is that it
produces physicians who believe that self-denial is valuable and necessary and
that living under stress is normal.
Research has also found that the faculty affects a student’s sense of self-efficacy
through social influence and group normative behaviors. Wilkes and Raven
define social influence as "a change in the attitude, belief, or behavior of a target
resulting from the actions of another person or group of persons". Student
trainees are often considered the lowest members of the power hierarchy, which
makes them more susceptible to social influences. Because students are
uncertain of their competence, afraid of a poor evaluation, or want to please a
superior, these feelings may have a profound effect on their ability to learn and
to adopt a professional demeanor. Wilkes and Raven also argue that medical
students’ professional identity stressors are caused by poor relationships with
faculty members, who may not always set a good example for professional
behavior. Lack of proper professional demeanor includes behaviors such as
cynicism, disrespect, and disdain for patients and support staff. Some medical
students wishing to establish a favorable relationship with their faculty
preceptors may emulate these behaviors. A faculty member’s professional style
may be reflective of his or her own sense of security and confidence in his or her
own competence. Teaching styles that either nurture or mentally abuse trainees
may be reflective of a faculty member’s own psychosocial needs. In addition to
the effect of faculty, Wilkes and Raven found that such factors as call
schedules, sleep deprivation, mood changes, lack of proper nutrition, lack of
"quality" time with family and friends, and worry over managing financial debt
may also contribute to medical student stress.
The purpose of our study was to study perceived stress levels between male and
female students. Because of the added stringent and precise technical
requirements of dentistry, it was hypothesized that female students’ overall
perceived stress would be greater than that of male students.

Objective of the study

The objective of the study is as follows

 To study the stress level of students of different departments.
 To identify the causes of stress among students.
 To study the measures being adopted by the students.
 To offer valuable suggestions to improve the stress level of students.

RESEARCH METHODOLOGY

RESEARCH DESIGN

DATA COLLECTION
For any study there must be data for analysis purpose. Without data there is no
means of study. Data collection plays an important role in any study. It can be
collected from various sources. I have collected the data from two sources
which are given below:
Primary Data
Personal Investigation
Observation Method
Information from correspondents
Information from superiors of the organization

Secondary Data
Published Sources such as Journals, Government Reports , Newspapers and
Magazines etc.

Sample Size :-
Questionnaire is filled by 25 students of different departments.
The questionnaire was filled by students and vital information was collected
which was then subjects to:-
 A pilot survey was conducted before finalizing the questionnaire.
 Data collection was also done with the help of personal observation.
 After completion of survey the data was analyzed and conclusion was
drawn.
 At the end all information was compiled to complete the project report.

DATA ANALYSIS AND INTERPETATION

1. Do you face some problems because of the lack of general information

factor Disagree Neither Agree Agree Strongly Agree
nor disagree
 Strongly Disagree
20%
4% 12%
Disagree

Neither agree nor

16% disagree
48%

Agree

Strongly Agree

2. Do you feel too many expectations of your parents from you and make you
feel more stressed about your studies.
factor Disagree Neither Agree Agree Strongly Agree
nor disagree

Strongly Disagree
20%
4% 12%
Disagree

Neither agree nor

16% disagree
48%

Agree

Strongly Agree

3. You don’t get extra time for your hobbies because of your studies.
factor Disagree Neither Agree Agree Strongly Agree
nor disagree

Strongly Disagree
20%
4% 12%
Disagree

Neither agree nor

16% disagree
48%

Agree

Strongly Agree

4. Unfriendly and demotivating atmosphere in the classroom leads to loss of

confidence.
factor Disagree Neither Agree Agree Strongly Agree
nor disagree
 Strongly Disagree
20%
4% 12%
Disagree

Neither agree nor

16% disagree
48%

Agree

Strongly Agree

5. You feel that attitude of non - teaching staff is many a time de-motivating.
factor Disagree Neither Agree Agree Strongly Agree
nor disagree

Strongly Disagree
20%
4% 12%
Disagree

Neither agree nor

16% disagree
48%

Agree

Strongly Agree

6. Extra knowledge is not provided apart from the subject, which is source of
stress
factor Strongly Disagree Neither Agree Agree
 Disagree nor disagree

Strongly Disagree
20%
4% 12%
Disagree

Neither agree nor

16% disagree
48%

Agree

Strongly Agree

7. Do you feel that physical environment around you creates problem for you in
your studies.
factor Strongly Disagree Neither Agree Agree
Disagree nor disagree

Strongly Disagree
20%
4% 12%
Disagree

Neither agree nor

16% disagree
48%

Agree

Strongly Agree

8. Your negative attitude towards life stressed me out.

factor Strongly Disagree Neither Agree Agree
 Disagree nor disagree

Strongly Disagree
20%
4% 12%
Disagree

Neither agree nor

16% disagree
48%

Agree

Strongly Agree

9. Do you feel that financial problem is a constraint towards your future

formation.
factor Strongly Disagree Neither Agree Agree
Disagree nor disagree
 Strongly Disagree
20%
4% 12%
Disagree

Neither agree nor

16% disagree
48%

Agree

Strongly Agree

10. Assessment system is not upto mark which leads to stress.

factor Strongly Disagree Neither Agree Agree
Disagree nor disagree

Strongly Disagree
20%
4% 12%
Disagree

Neither agree nor

16% disagree
48%

Agree

Strongly Agree

11. Lack of extra co curricular activities in your daily routine.

factor Strongly Disagree Neither Agree Agree
Disagree nor disagree

Strongly Disagree
20%
4% 12%
Disagree

Neither agree nor

16% disagree
48%

Agree

Strongly Agree

12. Do you feel scare employment opportunities/placement programs make you

worried of your future.
factor Strongly Disagree Neither Agree Agree
Disagree nor disagree
 Strongly Disagree
20%
4% 12%
Disagree

Neither agree nor

16% disagree
48%

Agree

Strongly Agree

13. Do you feel that teachers are not easily available for student queries
factor Strongly Disagree Neither Agree Agree
Disagree nor disagree

Strongly Disagree
20%
4% 12%
Disagree

Neither agree nor

16% disagree
48%

Agree

Strongly Agree

14. Do you feel that emphasis is not given on practical implications which
creates stress.
factor Strongly Disagree Neither Agree Agree
 Disagree nor disagree

Strongly Disagree
20%
4% 12%
Disagree

Neither agree nor

16% disagree
48%

Agree

Strongly Agree

15. Teachers do not welcome the questions imposed by the students which
creates demotivation.
factor Strongly Disagree Neither Agree Agree
Disagree nor disagree

Strongly Disagree
20%
4% 12%
Disagree

Neither agree nor

16% 48% disagree

Agree

Strongly Agree

16. General behavior of the teachers toward every student is not impartial.
factor Strongly Disagree Neither Agree Agree
Disagree nor disagree
 Strongly Disagree
20%
4% 12%
Disagree

Neither agree nor

16% 48% disagree

Agree

Strongly Agree

17. Do you feel that lack of communication skills in you leads to hesitation in
participating in the class.
factor Strongly Disagree Neither Agree Agree
Disagree nor disagree

Strongly Disagree
20%
4% 12%
Disagree

Neither agree nor

16% 48% disagree

Agree

Strongly Agree

18. Do you feel that, to come into the limelight and to prove yourself to others
has become stressful to you sometimes.
factor Strongly Disagree Neither Agree Agree
Disagree nor disagree
 20% Strongly Disagree
4% 12%
Disagree

Neither agree nor

16% disagree
48%

Agree

Strongly Agree

19. Do you feel that hostel life is tough for you.

factor Strongly Disagree Neither Agree Agree
Disagree nor disagree
 Strongly Disagree
20%
4% 12%
Disagree

Neither agree nor

16% disagree
48%

Agree

Strongly Agree

20. What do you do to cope up with stress?

factor Talk to close Extra curricular Dependance on Watch TV for

friend activities(Sports, websites(faceb long hours
hobbies) ook, hi5)

Strongly Disagree
20%
4% 12%
Disagree

Neither agree nor

16% 48% disagree

Agree

Strongly Agree

FINDINGS
From the survey, I have come to know that most of the respondents are in stress.
They are in stress because of many reasons like expectations of parents,
physical environment of class, behavior of teachers etc. From the study, I have
come to know that most of students are in stress because of various problems.
Mostly MBA students are in stress. Students are in stress because of physical
environment of class. They feel that it creates problem in their studies.
Employment opportunities and placement programs make them worried of their
future.
Teachers are not easily available for students queries. Assessment system is not
up to mark which creates stress among students. Emphasis is not given on
practical implications which cause stress in students.

LIMITATIONS OF THE STUDY

Data collected is based on questionnaire. The number of Students is more and it

is difficult to compare the students of different campus, so sample size is limited
by 25.
The information collected by the observation method is very limited. The result
would be varying according to the individuals as well as time. Some
respondents hesitated to give the actual situation.
The findings and conclusions are based on knowledge and experience of the
respondents sometime may subject to bias.

SUGGESTIONS AND RECOMMENDATIONS

In the Institute most of student from different departments are in stress because
of many problems. But there are some students also who are not in stress.
Parents and teachers should try to convert unsatisfied students in to satisfied
students to reduce their stress. Because if student is not satisfied thenhe is not
able to give his 100% to his studies. So institute should try to satisfy his
students to reduce their stress. Parents should not over expect from their
children because over expectations of parents cause stress in students. Teachers
should help every student in their studies. Physical environment of class should
be suitable. Institute should make assessment system up to mark. Emphasis
should be given on practical work to reduce stress in students.

College students face a significant amount of stress due to various factors.

Many aspects of college life, as well as the stress that comes with it, can all
impact a student’s physical and emotional health. If you’re a college student
facing stress, here are some ways you can maintain good health and keep your
sanity.
Many students find it challenging to go from having ample parental support and
structure to creating their own structure and self-discipline. With all the fun and
temptation to party, coupled with the looser structure of classes, many students
find themselves cramming, pulling all-nighters, and struggling with keeping up.
In college, it’s important to stay organized.

Create a Space
As you set up your living space, be sure there’s a quiet space for you to focus
and concentrate. If your roommate is noisy or ever-present, that may mean
finding a favorite nook in the library or coffee shop to frequent. Otherwise, set
up a nice desk for yourself where you can keep everything you need, focus, and
get things done.
Create a Schedule
When planning your activities, be sure you allow yourself the time you need to
study and get work done. You may require more time than you realize at first,
so it’s best to over-estimate when it comes to study hours, so you don’t have to
pull all-nighters and end up paying for it the next few days.

One of the best ways to combat stress--as well as weight gain and frustration—
is to get regular exercise. Even if you’re only able to work out in 10-minute
increments, exercise can elevate your mood, release tension, and help keep your
body healthy. And if you get in the habit of exercising regularly now, this can
serve you for the rest of your life. Here are some ideas you can use to fit more
exercise into your schedule:

Walk When You Can

Campus life often offers options for walking, and you should take full
advantage of them! Taking a walk around campus between classes, or walking
(instead of driving) to a friend’s house if it’s close are two ideas. If you look for
them, walking opportunities will crop up everywhere.

Try Yoga
Providing excellent relaxation and total health benefits, yoga is a great form of
exercise for college students. Yoga classes are offered at many college gyms,
and can be a fun way to relax with friends. Yoga can also be done in the
morning or before bed, accommodating a busy college schedule.

CONCLUSION
Most of the students defined stress as “a mental condition”. Lack of sleep,
financial, and family problems were the most causes of stress. Students were
able to identify some strategies to cope with stress such as meditation, enough
sleeping, going out with the friends and counseling. Students require attending
sessions to assist in improving their life and coping with stress such as time
management and other stress related issues. Providing students with meaningful
programs that assist in recognizing stress and identifying effective stress
management strategies and also building programs about how to manage time
will be important.

Stress is a normal part of life. In small quantities, stress is good -- it can

motivate us and help us be more productive. However, too much stress, or a
strong response to stress, is harmful. It can set us up for general poor health as
well as specific physical or psychological illnesses like infection, heart disease,
or depression. Persistent and unrelenting stress often leads to anxiety and
unhealthy behaviors like overeating and abuse of alcohol or drugs. Just like
causes of stress differ from person to person, what relieves stress is not the same
for everyone. In general, however, making certain lifestyle changes as well as
finding healthy, enjoyable ways to cope with stress helps most people. I hope
that I’ve given you some great ways of dealing with the stress that we all feel!

I have conducted a survey pertaining to stress in students life from the survey, I
have come to know that most of the respondents are in stress. They are in stress
because of many reasons like expectations of parents, physical environment of
class, behavior of teachers etc. From the study, I have come to know that most
of students are in stress because of various problems.

Mostly MBA students are in stress. Students are in stress because of physical
environment of class. They feel that it creates problem in their studies.
Employment opportunities and placement programs make them worried of their
future. Teachers are not easily available for students queries. Assessment
system is not up to mark which creates stress among students. Emphasis is not
given on practical implications which cause stress in students.
In the Institute most of student from different departments are in stress because
of many problems. But there are some students also who are not in stress.
Parents and teachers should try to convert unsatisfied students in to satisfied
students to reduce their stress. Because if student is not satisfied then he is not
able to give his 100% to his studies. So institute should try to satisfy his
students to reduce their stress.
Parents should not over expect from their children because over expectations of
parents cause stress in students. Teachers should help every student in their
studies. physical environment of class should be suitable. Institute should make
assessment system up to mark. Emphasis should be given on practical work to
reduce stress in students.