Journal of Academic and Business Ethics

A study of stress sources among college students in Taiwan

Cheng Kai-Wen Kaohsiung Hos itality College Abstract !his a er "as to in#estigate the sources of stress among college students in !ai"an$ A %uestionnaire sur#ey "as conducted to collect research data$ A total of &'( %uestionnaires "ere distri)uted, and &(1 #alid res onses "ere o)tained$ *esearch findings suggested that male students feel stronger stress from family factor than female ones+ students in higher grades feel more stress from hysical,mental, school, and emotional factors+ students "ho ta-e a student loan also feel more stress from hysical,mental, school, and emotional factors than those "ho do not$ Key"ords. College students, Stress

A Study of Stress Sources, Page

1

Journal of Academic and Business Ethics I. Introduction Adolescence is a stage of human de#elo ment that occurs )et"een childhood and adulthood$ Although there are #arying definitions of adolescence, adolescence is generally #ie"ed as a stage "here young eo le e/ erience ra id gro"th of their )ody and mentality to full maturity during 1&0&1 years of age 23iu, &((14$ 5n education system, adolescents are those recei#ing education in 6unior high schools, senior high schools, #ocational high schools, colleges or uni#ersities$ 7ue to fast hysical changes and mental de#elo ment at this stage, students may sometimes e/ erience incom ati)ility of their mental de#elo ment "ith their hysical changes or "ith the social en#ironment and thus suffer from ro)lems arising from inade%uate ada tations$ !hese ro)lems may further cause sychological trou)les and e#en induce de#iant )eha#iors$ According to a sur#ey titled 87e ression among Adolescents in !ai ei Area9 conducted )y John !ung :oundation 2&((;4, <;$&= of the sur#eyed adolescents ha#e e/ erienced de ression, 11$'= re orted that they feel de ressed almost e#eryday, and ''$>= said that de ression occurs to them once a "ee-$ 5n terms of stress sources, 1>$?= of them considered that their de ression comes from school stress, 1($@= thought that their de ression is caused )y inter ersonal relations, and ;1$>= attri)uted their de ression to academic tests$ :rom the a)o#e statistics, it can )e inferred that school is the main source of stress for adolescents, and stress is one of the im ortant factors causing de ression$ Besides, the sur#ey also re#ealed that de ressed eo le are eight times more li-ely to commit suicide than normal eo le 2John !ung :oundation, &((;4$ 5n all le#els of schools, deaths caused )y self-in6ury and suicide account for 1&= of all deaths, a ratio slightly smaller than that of traffic accidents 27e artment of Health, E/ecuti#e Auan, &((>4$ According to Cam us Security *e ort Center, Binistry of Education 2&((@4, college students ha#e most re orted suicide cases, follo"ed )y senior,#ocational high school students and 6unior high school students$ College students are at a critical eriod "here they "ill enter adulthood$ !hey are e/ ected to )e the elites in the society$ !hus, they should enhance their stress management a)ilities so as to li#e a healthy life after entering the society$ According to 7e artment of Statistics, Binistry of Education 2&((?4, there are currently 1>& colleges,uni#ersities in !ai"an, and more than half of them 2@' schools4 are institutes or colleges of technology$ :or college freshmen, they need to not only ada t themsel#es to the ne" life and ne" en#ironment )ut also )e familiar "ith many ne" eo le, e#ents, and things$ !he life stress on them is considera)le$ !herefore, understanding the sources of stress among them and ho" they can co e "ith the stress is #ery im ortant$ Adolescence is a dangerous eriod of time "here young eo le e/ erience self organiCation and role confusion$ :or them, stress mainly comes from academic tests, inter ersonal relations, relationshi ro)lems, life changes, and career e/ loration$ Such stress may usually cause sychological, hysical, and )eha#ioral ro)lems$ According to statistics of &((10&((<, the num)er of suicide 2including self-in6ury4 cases is the highest among college,uni#ersity students, and female students ta-e a much larger ro ortion of the suicide 2including self-in6ury4 cases$ Among the causes of suicide or self-in6ury, relationshi ro)lems are the leading cause, follo"ed )y de ression and academic stress$ D)#iously, stress is the rimary cause of suicide 2or self-in6ury4 among college,uni#ersity students 2Cam us Security *e ort Center, Binistry of Education, &((@4$ As the num)er of college students in !ai"an has drastically increased in recent years, this study focused on college students in !ai"an to e/ lore their stress sources and co ing strategies through a %uestionnaire sur#ey$ II. Literature Review According to 3aCarus E :ol-man 21@<;4, stress is a mental or hysical henomenon formed through oneFs cogniti#e a raisal of the stimulation and is a result of oneFs interaction "ith the en#ironment$ !he e/istence of stress de ends on the e/istence of the stressor$ :eng 21@@&4 and Gol e 2&(((4 defined stressor as anything that challenges an indi#idualFs ada ta)ility or stimulates an indi#idualFs )ody or mentality$ Stress can )e caused )y en#ironmental factors, sychological factors, )iological factors, and social factors$ 5t can A Study of Stress Sources, Page
&

Journal of Academic and Business Ethics )e negati#e or ositi#e to an indi#idual, de ending on the strength and ersistence of the stress, the indi#idualFs ersonality, cogniti#e a raisal of the stress, and social su ort$ According to ChangFs 7ictionary of Psychology !erms, stress is 8a state of hysical or mental tension that causes emotional distress or e#en feeling of ains to an indi#idual9 23ai et al$, 1@@>4$ !he sources of stress are summariCed as follo"s. 1. Physical/mental factor Adolescents are mostly concerned a)out their hysical a earances than a)out other as ects$ Bany of them are e#en dissatisfied "ith their hysical a earances 2Siegel and 3ane, 1@<&4$ Wang and Ko 21@@@4 ointed out that girls feel u set more easily than )oys, mainly )ecause of their concerns a)out hysical a earances$ Hirls may ercei#e themsel#es as 8#ery ugly9, feel that they are too fat, too short, too high, or disli-e their hair color or s-in color$ 3an 2&(('4 mentioned that some hysiological sym toms such as headache "ere signals of a mental o#erload$ Dther signals included fatigue, de ression, an/iety, dissatisfaction "ith certain inter ersonal relations, change of the current slee ing ha)it, and a drastic gain,loss of )ody "eight$ :eng 21@@&4 ointed out that setting high goals, )eing a erfectionist, and com aring the self "ith others, and self-degradation may all cause stress and result in de ression$ 2. amily factor :amilies "ith constant conflicts are characteriCed )y a lac- of arent-child communication and in-de th understanding of each otherFs e/ ectations 23iu and Chen 1@@?4$ !otalitarian arents seldom sho" their care a)out their children$ !he control or unishment they im ose "ill only increase the sychological stress on their children 23iu and Chen, 1@@?4$ !. "chool factor Chiang 21@@14 ro osed that school is one of the main sources of stress among adolescents$ Such stress comes from too much home"or-, unsatisfactory academic erformance, re aration for tests, lac- of interest in a articular su)6ect, and teacherFs unishment$ Henerally, arents are #ery concerned a)out their childrenFs academic achie#ement and moral )eha#iors$ Parents e/ ect their children not only to res ect teachers and follo" moral norms )ut also )ecome elite in the future 23iu and Chen, 1@@?4$ !he educationist 7e"ey once said 8education is a ursuit of a erfect life9$ Ho"e#er, school teachers and arents in !ai"an usually use academic achie#ement as the sole criterion for e#aluating a studentFs erformance at school$ !his criterion causes dou)le stress on adolescents$ Stress from high e/ ectations of teachers, arents, and self is usually an agony for students studying in schools 2Cheng, 1@@@4$ #. Relationshi$ factor Bost adolescents are urgent to de#elo a relationshi "ith the o osite se/$ As there are no a)solute "ays for ma-ing friends "ith the o osite se/, many of them usually do not -no" "hat to do "hen in face of the o osite se/$ Besides, adolescents often suffer stress induced )y 8a sense of insecurity9 "hen they are dating someone$ !hey are "orried that they may lose their dates and their arents or friends may ha#e negati#e #ie"s of their dates$ !herefore, de#elo ing a heterose/ual relationshi is a challenge and also a stressor for adolescents 2Wang and Ko, 1@@@4$ %. "ocial factor With the rogress of human ci#iliCation and increasing lurality of our society, eo le need to lay more roles$ 5n the "or- lace, eo le may )e a su)ordinate, a su er#isor, a )oss, a colleague to other em loyees, a mem)er of an organiCation or a leader+ at home, eo le need to )e the "ife or hus)and to our s ouse, mother or father to our children or A Study of Stress Sources, Page
'

Journal of Academic and Business Ethics daughter or son to our arents$ E#en in our leisure life, eo le may need to )e a friend to others$ !herefore, stress is u)i%uitous in modern life$ :ormation of stress is highly associated "ith the social en#ironment$ Stress arises not only in a com licated and com etiti#e en#ironment )ut also in a monotonous and stimulus-less one 2:eng, 1@@&4$ III. Research &ethodology A %uestionnaire sur#ey "as ado ted in this a er$ A %uestionnaire consisting of t"o sections, including 8)asic data9 and 8sources of stress9 "as de#elo ed$ A 1(-item, 3i-ertFs 1 oint-scale %uestionnaire "as administered to students of four colleges in !ai"an using con#enience sam ling method$ After the !"o of these schools are national schools, and the other t"o are ri#ate ones$ 5n terms of locations, t"o of them are located in northern !ai"an, and the other t"o are located in southern !ai"an$ All of them ha#e )een esta)lished for more than 1( years and ha#e a sta)le source of students$ !he %uestionnaires "ere randomly distri)uted to their students at the gate of the schools$ A total of &'( co ies "ere distri)uted, and &(1 #alid res onses "ere o)tained$ I'. (ata Analysis Result 1. )asic data analysis !he )asic analysis of the res ondents "as resented in !a)le ;-1$
Table #*1 )asic analysis of the res$ondents

Item ,ender Bale :emale !otal ,rade :irst year Second year !hird year :ourth year !otal .m$loyment status Aes Io !otal "tatus of ta/ing a student loan Aes Io !otal

Persons <& 11@ &(1 ;1 ;< >' ;@ &(1

+ ;($< 1@$& 1(($( &($; &'$@ '1$' &;$; 1(($(

Item amily economic status Poor Iormal Sufficient Wealthy !otal Parents- marital status Se arate Iormal 5ntimate !otal "chool A B C 7 !otal

Persons 1; 1&; 1? > &(1

+ ?$( >1$> &<$; '$( 1(($(

&; <? @( &(1

11$@ ;'$' ;;$< 1(($(

<> 111 &(1

;&$< 1?$& 1(($(

'& &@ 1; 1&> &(1

11$@ 1;$; ?$( >&$? 1(($(

11' << &(1

1>$& ;'$< 1(($(

2. Reliability analysis !his a er classified stress sources into fi#e factors, including mental, hysical factor, family factor, school factor, relationshi factor, and social factor$ As sho"n in !a)le ;-&, the

A Study of Stress Sources, Page

;

Journal of Academic and Business Ethics internal consistency test sho"ed that all Cron)achFs J coefficients range )et"een $1?&0$<;1, suggesting that the relia)ility of the %uestionnaire is ade%uate 2Chou, &((&4$ actor Physical,mental :amily School *elationshi Social
Table #*2 Reliability analysis of the 0uestionnaire

It em 1$&$'$;$1$>$?$<$@$1($11$1&$1'$1;$11$1>$1?$1< 1@$&($&1$&&$&'$&;$&1 &>$&?$&<$&@$'($'1$'&$''$';$'1$'> '?$'<$'@$;($;1$;&$;' ;;$;1$;>$;?$;<$;@$1(

1ronbachs 2J $<;1 $1?& $?'; $<&> $<?>

!. 1urrent survey on stressors 314 Physical/mental factor Statistical analysis sho"ed that among the stressors in hysical,mental factor, 8lacof slee 9 2BeanK'$;@4 "as considered as the strongest, follo"ed )y 8)eing inferior to others9 2BeanK'$'>4, 8lac- of concentration9 2BeanK'$'14, and 8 hysical a earance9 2BeanK'$'14$ 324 amily factor Statistical analysis sho"ed that among the stressors in family factor, 8lac- of su ort from arents9 2BeanK'$1?4 "as considered as the strongest, follo"ed )y 8getting along "ith )rothers and sisters9 2BeanK'$114, and 8 arentsF e/cessi#ely high e/ ectations9 2BeanK'$''4$ 3!4 "chool factor Statistical analysis sho"ed that among the stressors in school factor, 8lac- of interest in certain su)6ects9 2BeanK'$'@4 is considered as the strongest, follo"ed )y 8ha#ing trou)le getting along "ith eers9 2BeanK'$'>4 and 8un"illing to )e cadre mem)ers9 2BeanK'$'>4$ 3#4 Relationshi$ factor Statistical analysis sho"ed that among the stressors in relationshi factor, 8"orrying a)out )eing estranged )y friends )ecause dating9 "as considered as the strongest 2BeanK'$(;4, follo"ed )y 8"orrying a)out ha#ing %uarrels "ith the girlfriend,)oyfriend9 2BeanK'$(14$ 3%4 "ocial factor Statistical analysis sho"ed that among the stressors in social factor, 8feeling er le/ed "ith your life9 2BeanK'$&<4 "as considered as the strongest, follo"ed )y 8feeling an/ious a)out your future de#elo ment9 2BeanK'$&(4 and 8)eing afraid that you may not )e a)le to arrange your o"n life in the society9 2BeanK'$1?4$ #. (ifferential Analysis Statistical analysis sho"ed that there is no significant difference in stress sources among students "ith different em loyment e/ eriences 2tK-$1@;, $(14, different family economic statuses 2Wil-Ls MK$@&<, $(14, and different arentsF marital statuses 2Wil-Ls MK$@1(, $(14$ Ho"e#er, students )et"een different genders sho"ed significant differences in family factor of stress source$ Bale students feel more stress in family factor than female ones as !a)le ;-'$

A Study of Stress Sources, Page

1

Journal of Academic and Business Ethics "tress source Physical,mental :amily School *elationshi Social Iote. NNN P$((1
Table #*! (ifferential analysis in stress sources between genders

,ender Bale :emale Bale :emale Bale :emale Bale :emale Bale :emale

1ount <& 11@ <& 11@ <& 11@ <& 11@ <& 11@

&ean '$1&( '$11' &$?@1 &$11@ '$((( '$(;@ &$?>? &$@(& '$1&& '$1&<

t*value -$;1( '$;>@ -$?&1 -1$;(( -$(>(

$*value $>'< $((1NNN $;?& $1>' $@1&

As sho"n in !a)le ;-;, stress sources significantly differed across grade grou s$ !he result of ost-hoc com arison sho"ed that third-year students felt much more stress in hysical,mental factor than first-year students+ third-year students felt more stress in school factor than first-year and second-year students+ fourth-year students also felt more stress in school factor than second-year students+ in relationshi as ect, third-year students felt more stress than second-year students$
Table #*# (ifferential analysis in stress sources among different grades

,rade

:irst year Second year !hird year :ourth year Post-hoc com arison Iote. NP$(1

&ean "tress source Physical, :amily mental &$@'& &$>1> '$(1@ &$1&' '$&@1 &$?<< '$1<@ &$>11 'O1

5il/s- M Social '$11; '$(?@ '$&&> '$1'? $<&;NN

School &$<<1 &$<'< '$1?1 '$11< 'O1 'O& ;O&

*elationshi &$?1; &$?(& '$(>& &$<<' 'O&

As sho"n in !a)le ;-1, student loan "as a significant source of student stress$ Students ta-ing a student loan felt more stress in hysical,mental, school, and relationshi factors than those not ta-ing a student loan$ "tress source Physical,mental :amily School *elationshi Social Iote. NP$(1+ NNP$(1
Table #*% (ifferential analysis in stress sources between with/without a student loan

Loan status Io Aes Io Aes Io Aes Io Aes Io Aes

1ount 11' << 11' << 11' << 11' << 11' <<

&ean '$(1( '$&;@ '$>(& &$?1@ &$@;' '$1'' &$?11 &$@>& '$(<1 '$1?&

t*value -&$<;( -1$>11 -&$<11 -&$1<; -$<>?

$*value $((1NN $(@@ $((1NN $('(N $'<?

A Study of Stress Sources, Page

>

Journal of Academic and Business Ethics '. 1onclusions and "uggestions 1. "uggestions for schools 314 Identify students- stress as soon as $ossible and $rovide ade0uate su$$ort Schools should ro#ide more su ort and care to hel students co e "ith #arious stressors and identify students ha#ing stress reactions as soon as ossi)le$ Besides, through use of emotion-related %uestionnaires, schools can -ee a close eye on studentsF hysical and mental conditions and ro#ide consulting ser#ices to a#oid de#elo ment of hysical or mental ro)lems in students$ 5f necessary, schools can also refer students to rofessional consulting institutions$ 324 Incor$orate career develo$ment issues into formal curricula College students feel relati#ely more stressors in the career as ect$ Schools are thus suggested to design a fle/i)le course of career education )ased on studentsF future career de#elo ment$ !his course must co#er sychological, mental, social, and cultural contents and )e incor orated into formal curricula of each de artment$ 3!4 (esign general curriculum on stress and stress*co$ing strategies 5nsufficiency of stress-related courses is a common ro)lem among college schools$ As modern eo le at all age le#els are faced "ith increasing stress in life, ho" to ursue "ell-)eing and enhance stress management a)ilities has )ecome essential -no"ledge for modern eo le and 6o)-see-ers$ Hence, schools should design and offer stress-related courses to hel college students understand the meaning of "ell-)eing and learn ho" to co e "ith stress-induced ro)lems$ 3#4 Pay attention to students- stress in learning Schools should ay attention to studentsF trou)les "ith learning and a ly ro riate strategies to enhance their learning effecti#eness$ 5n addition, schools should ro#ide courses on life stress co ing on a regular )asis to consolidate studentsF sychology and teach them ho" to rela/ themsel#es along "ith stress management s-ills$ !hrough ro er education, students are a)le to identify stressors, manage them, and see- su ort$ !eachers should also assist students "ith inferior academic achie#ement to minimiCe their trou)les "ith learning$ a 2. "uggestions for students 314 .ffectively manage emotions and develo$ an o$timistic view of life College students should ay attention to their hysical and mental health and e/amine their emotions at all times to a#oid onset of stress-induced de ression or hysical disorders$ Besides, they should learn to understand, acce t, and recogniCe themsel#es, ta-e a ositi#e attitude to"ard getting along "ith their friends, learn to e/ ress and manage their emotions, and effecti#ely manage their emotions so as to de#elo ositi#e relations and an o timistic #ie" of life$ 5n their learning rocess, they should culti#ate an undaunted s irit$ Dnce any stress-induced emotion arises, they should rela/ the emotion through an a ro riate channel, e/amine their o"n ro)lems, and see- solutions$ Su ression of emotions is not the only a roach to controlling emotions$ 5n face of stress, they can ta-e a different ers ecti#e and learn to co e "ith it )y changing their #ie"s$ Stress-induced emotions can )e self-managed$ 324 Increase stress management abilities and learn to see/ su$$ort College students should lay an acti#e role in stress management$ Dn one hand, they A Study of Stress Sources, Page
?

Journal of Academic and Business Ethics can learn #arious stress co ing measures from #arious channels and transform an/iety or frustration caused )y inade%uate ada tation to stress$ Dn the other, they should also enhance their emotions management a)ilities, monitor their emotions, and )uild their o"n emotions management models$ 5f any stress arises, they should analyCe the causes of the stress from a ositi#e ers ecti#e and see- solutions or su ort from rofessional institutions$ 3!4 &a/e use of family su$$ort and release stress*reduced emotions :amily su ort is hel ful for students faced "ith stress, no matter ho" they are ada ta)le to the stress$ While college students should ta-e ad#antage of family su ort, their family mem)ers should try to understand their interests, s ecialties, and a)ilities so as to a#oid ha#ing too high e/ ectations of them and causing them additional stress$ References Cam us Security *e ort Center, Binistry of Education 2&((@4$ *etrie#ed Io#em)er &(, &((@, from htt .,,csrc$edu$t", Center for Creati#ity and 5nno#ation Studies, Iational Cheng-Chi Qni#ersity 2&((14 *etrie#ed Dcto)er 1(, &((1, from htt .,,"""$ccis$nccu$edu$t",CC5S =&(E a er,list$html Cheng, C$ S$ 21@@@4$ Life Stress of and Guidance for Adolescents. !ai ei. Psychological Pu)lishing Co$, 3td$ Chiang, C$ R$ 21@@14$ A Study of Stress *eactions among Adolescents$ Chinese Journal of School Health, 26, ''-'?$ Chou, W$ S$ 2&((&4$ Statistics. !ai ei. Chih Sheng Pu)lishing$ 7e artment of Health, E/ecuti#e Auan 2&((>4$ *etrie#ed January 1(, &((<, from htt .,,"""$doh$go#$t",CH!&((>,7B, 7e artment of Bental Health, John !ung :oundation 2&((;4$ *etrie#ed Barch 1', &((<, from htt .,,"""$6tf$org$t", syche, 7e artment of Statistics, Binistry of Education 2&((?4$ *etrie#ed July &(, &((<, from htt .,,"""$edu$t",statistics, :eng, H$ :$ 21@@&4$ Management of Stress and Loss. !ai ei. Psychological Pu)lishing Co$, 3td$ 3ai, P$ C$, Chao, W$ C$, Chanf$ A$ A$, and Chang, !$ !$ 21@@>4$ Adolescent Psychology. !ai ei. Iational D en Qni#ersity$ 3an, !$ :$ 2&(('4$ Stress Management. !ai ei. Aouth Culture$ 3aCarus, *$ S$, and :ol-man, S$ 21@<;4$ Stress, A raisal, and Co ing$ Ie" Aor-. S ringer$ 3iu, A$ A$, and Chen, A$ H$ 21@@;4$ Adolescent Psychology. !ai ei. Sanmin Boo-s$ 3iu, A$ 3$ 2&((14$ !rgani"ational #eha$ior. !ai ei. Wun Ching Pu)lishing$ Siegel, 3$, and 3ane, 5$ B$ 21@<&4$ Personnel and !rgani"ational Psychology$ Home"ood, . *ichard 7$ 5r"in, 5nc$ Gol e, J$ :$ 2&(((4$ A guide to effecti#e stress management$ Career and %echnical &ducation, '(21(4, 1<'-1<<$ Wang, H$ C$ and Ko, H$ W$ 21@@@4$ Adolescent Psychology$ !ai ei. Psychological Pu)lishing Co$, 3td$

A Study of Stress Sources, Page

<