Group 6- Research Project-final

pdf

School

University of Delhi *

*We aren’t endorsed by this school

Course

101

Subject

Psychology

Date

Nov 24, 2024

Type

pdf

Pages

Uploaded by KidProton9149

GROUP 6 : IMPACT OF ACADEMIC STRESS ON SLEEP QUALITY IN YOUNG ADULTS GROUP MEMBERS Priyanka Chopra - National Forensic Science University Harshdeep kaur - Graduated From University of Delhi Anushka sharma - Graduated From University of Delhi Priyanshi - Graduated From University of Delhi Preeti - Graduated From University of Delhi

1.Introduction 1.1 Academic Stress Academic stress refers to the psychological and emotional strain that students experience due to the demands, pressures, and expectations associated with their educational pursuits. It is a common phenomenon that can be triggered by various factors, including exams, assignments, deadlines, competition, workload, and the desire to perform well academically. Academic stress can affect students at any level of education, from primary school to college and beyond. 1.1.1 Causes of Academic Stress 1. High Expectations: Self-imposed or external pressure to excel academically can lead to stress. High expectations from parents, teachers, and peers can create a constant need to perform at a certain level. 2. Workload: An overwhelming amount of assignments, projects, and exams can contribute to stress. A lack of proper time management skills can exacerbate this issue. 3. Time Pressure: Tight deadlines and the need to juggle multiple tasks can create a sense of urgency and stress, especially when time management skills are lacking. 4. Competition: The competitive nature of academics can lead to comparison with peers, fostering feelings of inadequacy and stress. 5. Fear of Failure: The possibility of not meeting academic standards and the associated consequences can lead to a fear of failure, inducing stress and anxiety. 6. Lack of Resources: Insufficient access to study materials, inadequate support from teachers or mentors, and limited resources can contribute to stress. 7. Perfectionism: Striving for perfection can lead to unrelenting stress, as individuals constantly aim for an unattainable standard. 8. Transition Periods: Moving from one level of education to another (e.g., high school to college) can bring about new challenges and uncertainties, causing stress.

9. Personal Issues: External factors such as family problems, financial difficulties, and relationship issues can spill over into academic life, causing stress. 10. Lifestyle Imbalance: Poor diet, lack of exercise, inadequate sleep, and a lack of leisure time can contribute to physical and mental stress. 1.1.2 Effects of Academic Stress 1. Physical Health Issues: Chronic stress can lead to physical symptoms such as headaches, stomachaches, muscle tension, fatigue, and sleep disturbances. 2. Mental Health Disorders: Prolonged academic stress can increase the risk of anxiety disorders, depression, and other mental health issues. 3. Impaired Cognitive Functioning: Stress can affect memory, concentration, and decision-making abilities, making it difficult to perform academically. 4. Decreased Motivation: Continuous stress can lead to burnout and reduced motivation to engage in academic activities. 5. Reduced Performance: Paradoxically, excessive stress can hamper performance by hindering clear thinking and cognitive processing. 6. Social Withdrawal: Students may isolate themselves from social activities and friends due to overwhelming academic demands, leading to feelings of loneliness. 7. Relationship Strain: Stress can strain relationships with family, friends, and peers due to mood swings, irritability, and reduced availability. 8. Behavioral Changes: Some students may resort to unhealthy coping mechanisms, such as substance abuse or unhealthy eating habits, to manage stress. 9. Low Self-Esteem: Continuous stress and a fear of failure can erode self-esteem and self-confidence. 10. Impact on Future Goals: Severe academic stress can influence decisions about future educational and career paths, potentially limiting opportunities. 11. Physical Symptoms: Stress can lead to a range of physical symptoms, including increased heart rate, sweating, digestive issues, and muscle tension. 12. Emotional Distress: Feelings of anxiety, frustration, irritability, and helplessness are common emotional responses to academic stress.

Your preview ends here

Eager to read complete document? Join bartleby learn and gain access to the full version

Access to all documents
Unlimited textbook solutions
24/7 expert homework help

1.2 Sleep Quality Sleep quality refers to how well an individual sleeps and the overall effectiveness of their sleep in terms of restfulness, duration, and the absence of disruptions. It is a multifaceted concept that encompasses various aspects of sleep, both subjective and objective. A person's sleep quality can have a significant impact on their physical health, mental well-being, and overall quality of life. 1.2.1 Key factors that contribute to sleep quality include 1. Duration: The ideal amount of sleep can vary by age and individual, but generally, adults should aim for 7-9 hours of uninterrupted sleep per night. Sleep duration that falls significantly below or exceeds this range can impact sleep quality. 2. Sleep Efficiency: This refers to the proportion of time spent asleep in relation to the total time spent in bed. Higher sleep efficiency indicates better sleep quality, as it means less time is spent awake during the night. 3. Sleep Latency: This refers to the time it takes to fall asleep once you lie down in bed. A short sleep latency is often associated with better sleep quality. 4. Sleep Continuity: Interrupted sleep, frequent awakenings, or difficulty returning to sleep after waking can negatively impact sleep quality. A person with good sleep quality experiences minimal interruptions during the night. 5. Sleep Architecture: The sleep cycle consists of multiple stages, including REM (rapid eye movement) and non-REM stages. Achieving a balanced distribution of these stages is indicative of healthy sleep quality. 6. Subjective Experience: How a person feels about their sleep upon waking is a subjective aspect of sleep quality. If an individual feels refreshed, alert, and rested upon waking, it's a positive indicator of good sleep quality. 7. Absence of Sleep Disorders: Conditions like insomnia, sleep apnea, restless leg syndrome, and narcolepsy can significantly impact sleep quality. These disorders can lead to fragmented sleep, difficulty falling asleep, or excessive daytime sleepiness.

8. Sleep Environment: Factors such as noise, light, temperature, and comfort of the sleep environment can influence sleep quality. Creating a conducive sleep environment can contribute to better sleep quality. 9. Circadian Rhythm Alignment: A consistent sleep schedule that aligns with the body's natural circadian rhythm can enhance sleep quality. This involves going to bed and waking up at roughly the same times each day. 10. Physical and Mental Health: Physical and mental well-being are closely linked to sleep quality. Stress, anxiety, depression, and certain medical conditions can disrupt sleep and reduce its overall quality. 1.3 Coping Mechanisms Coping mechanisms are psychological and behavioral strategies that individuals use to manage and deal with stress, challenges, and difficult emotions. These strategies are often employed to alleviate feelings of anxiety, sadness, anger, or any other form of distress. Coping mechanisms can vary widely from person to person, and they can be adaptive or maladaptive, depending on their effectiveness and the context in which they are used. 1.3.1 There are several types of coping mechanisms 1. Problem-Focused Coping: This involves addressing the source of stress directly. People using this approach try to find practical solutions to the issues causing their distress. For example, if someone is feeling overwhelmed by a heavy workload, they might create a schedule or break tasks into manageable parts. 2. Emotion-Focused Coping: Here, individuals focus on managing their emotional response to a situation. This might involve seeking emotional support from friends or family, engaging in relaxation techniques, or engaging in activities that bring joy and comfort. 3. Distraction and Avoidance: Some people cope by temporarily avoiding or distracting themselves from the source of stress. This could include activities like watching movies, playing video games, or engaging in hobbies as a way to take their mind off their problems.

4. Cognitive Restructuring: This coping mechanism involves changing one's thought patterns to reduce the emotional impact of a situation. It might include challenging negative beliefs or replacing catastrophic thinking with more balanced and realistic thoughts. 5. Social Support: Seeking help and guidance from friends, family, or support groups is another effective coping strategy. Sharing one's feelings and concerns with others can provide validation, empathy, and a sense of connection. 6. Self-Care: Engaging in self-care activities such as exercise, healthy eating, getting enough sleep, and practicing mindfulness can help individuals manage stress and improve their overall well-being. 7. Humor: Using humor to find lightness in difficult situations can be a helpful way to cope. Laughing or finding the absurdity in a challenging situation can offer temporary relief from stress. 8. Expression of Emotions: Expressing emotions through creative outlets like art, writing, or music can provide a healthy way to release and process feelings. 9. Mindfulness and Meditation: Practices like meditation and mindfulness help individuals stay present and reduce the impact of negative thoughts and emotions. 10. Seeking Professional Help: If coping mechanisms aren't effective or if the distress is severe, seeking help from mental health professionals, such as therapists or counselors, can provide guidance and support. It's important to note that while coping mechanisms can be helpful, not all coping strategies are healthy or productive. Some individuals might resort to maladaptive coping mechanisms such as substance abuse, self-harm, or excessive isolation, which can worsen the situation in the long run. Choosing appropriate coping mechanisms depends on the individual, the nature of the stressor, and the context. Developing a range of healthy coping strategies can enhance an individual's resilience and ability to manage life's challenges effectively.

Your preview ends here

Eager to read complete document? Join bartleby learn and gain access to the full version

Access to all documents
Unlimited textbook solutions
24/7 expert homework help

1.4 Stress Management Stress management techniques are strategies and practices designed to help individuals cope with and reduce the negative effects of stress on their physical, mental, and emotional well-being. These techniques can be applied to various situations and can greatly improve one's ability to handle stress in a healthier and more productive manner. 1.4.1 Stress management techniques 1. Deep Breathing and Relaxation Techniques: Deep breathing exercises, progressive muscle relaxation, and guided imagery can help calm the mind and relax the body. These techniques promote the release of tension and reduce the physiological responses to stress. 2. Exercise: Engaging in regular physical activity, such as walking, jogging, yoga, or swimming, can release endorphins (natural stress-relievers) and improve overall mood. 3. Mindfulness and Meditation: Practicing mindfulness and meditation involves focusing on the present moment without judgment. These techniques can help break the cycle of rumination and anxiety, leading to increased mental clarity and reduced stress. 4. Time Management: Effective time management can reduce stress by helping individuals prioritize tasks, set achievable goals, and avoid becoming overwhelmed by a busy schedule. 5. Healthy Eating: A balanced diet rich in fruits, vegetables, whole grains, and lean proteins can provide the body with the nutrients it needs to function optimally, supporting both physical and mental well-being. 6. Social Support: Spending time with loved ones, talking about your feelings, and seeking support from friends, family, or support groups can help alleviate feelings of isolation and provide a sense of belonging. 7. Limiting Caffeine and Alcohol: Excessive consumption of caffeine and alcohol can exacerbate feelings of stress and anxiety. Moderation or avoidance of these substances can help maintain emotional balance.

8. Establishing Boundaries: Learning to say no and setting healthy boundaries can prevent overcommitting and spreading oneself too thin, reducing the stress associated with taking on too much. 9. Problem-Solving: Developing effective problem-solving skills can empower individuals to tackle stressors head-on, find solutions, and regain a sense of control over their circumstances. 10. Engaging in Hobbies: Pursuing activities you enjoy, such as painting, playing a musical instrument, or gardening, can provide a positive outlet for stress and help shift focus away from stressors. 11. Journaling: Writing down your thoughts and feelings can help you process emotions, gain insights, and gain a clearer perspective on stressors. 12. Humor and Laughter: Engaging in activities that make you laugh, watching a funny movie, or spending time with people who have a positive sense of humor can lighten your mood and decrease stress. 13. Sleep Hygiene: Prioritizing good sleep habits, such as maintaining a consistent sleep schedule and creating a comfortable sleep environment, is crucial for managing stress and maintaining overall well-being.

2. Review of Literature 2.1 Relationship between academic stress and sleep quality Renu. L, Ningamma. K, Ravikiran. K, et.al (2015) conducted a study to examine the relationship between stress and sleep quality in young adult medical students through a cross sectional study among 50 medical students. The instruments used for data collection were a self-report Pittsburgh Sleep Quality Index (PSQI) and the General Health Questionnaire (GHQ). Results of the present study showed that 58% of subjects were poor sleepers. Furthermore, there was a significant correlation between general health status and sleep quality of students (r = 0.5118, p = 0.0001). It was concluded that a considerable proportion of medical students are affected by poor sleep quality. Sleep disruption acts as a barrier for students’ performance in examinations. So, it is important to implement health promotion and educational programs for them. Kusuma. H and Dewi. G (2019) conducted a study to estimate the prevalence of and the correlation between sleep quality and levels of stress among college students. Using a cross-sectional approach among 450 college students in the university of Indonesia using Pittsburgh sleep quality index and perceived stress scale on students from health, science and technology and social humanities background. The result was analyzed using Chi-square test and showed a significant relationship between sleep quality and level of stress among Students of the University of Indonesia ( p = 0.001; α = 0.05). Students with poor sleep quality are 4.7 times more likely to have higher stress than students who have a good sleep quality. Also, poor sleep quality most widely owned by a grove social humanities have strong relationship with cluster and stress level. 2.2 Academic stress and coping mechanisms Jihan. M and Ruth. S (2012) conducted a study to examine the importance of coping styles in predicting stress levels in 508 undergraduate students using Brief COPE Inventory and depression anxiety and stress scale-21. Multiple regression analysis showed maladaptive coping

Your preview ends here

Eager to read complete document? Join bartleby learn and gain access to the full version

Access to all documents
Unlimited textbook solutions
24/7 expert homework help

was the main predictor of stress. Therefore, reducing maladaptive coping behaviors may have the most positive impact on reducing stress level. Bishakha. M and Anjali. Ray (2010) conducted a study to explore domains of stress and coping mechanisms of postgraduate students from physical and social sciences. Qualitative analysis revealed stress in career related, interpersonal, study content, expectations from self and others and time management. Subjects reported being assailed by mostly psychological consequences of stress – such as tension, anxiety, worry, temper tantrums and hopelessness. Most subjects reported employing problem focussed coping to deal with stress. The study by Jingxin Deng, Li Zhang, Gege Cao, and Huazhan Yin (2021) examined the connection between academic stress and sleep quality in Chinese adolescents. They also investigated the mediating role of negative emotions and the moderating effect of peer relationships. Using data from 858 students in grades 7 to 12, the study employed Structural Equation Modeling (SEM). Results showed that higher academic stress predicted poorer sleep quality. This relationship was partially mediated by negative emotions. Peer relationships were found to moderate the impact of academic stress on negative emotions, indicating that stronger peer connections can help alleviate the negative emotional effects of academic stress, consequently leading to better sleep quality in adolescents.. 2.3 Perception of importance of stress management techniques Deepti. B and Hemant. T (2018) conducted a study to examine the stress and stress management techniques among adolescents. The researcher found that the stress mainly comes from academic tests, interpersonal relations, relationship problems, life changes, and career exploration. Such stress may usually cause psychological, physical, and behavioral problems. Stress management techniques like positive home environment, outdoor activities, conducive learning environment were noted to be helpful in reducing stress. Nidich. S, Maxwell. R, et. al (2009) conducted a study to assess the effect of transcendental meditation programs on BP, psychological distress and coping ability of 159 young adults at risk

of hypertension. Results indicated significant improvement in psychological distress, anxiety, depression, anger/hostility and coping (P value<0.05). Therefore mind-body intervention results in decreased psychological distress and increased coping in young adults. A study conducted by Hua Wang and Xiaoyan Fan (2023) on Academic Stress and Sleep Quality among Chinese Adolescents: Chain Mediating Effects of Anxiety and School Burnout" . The study was done on 1232 adolescents of Jiangsu province and found that academic stress contributes to poor sleep quality among students and this risk is four times higher than for students without stress.

3. Methodology 3.1 Aim To assess the relationship between academic stress and sleep quality among young adults. 3.2 Objectives 1. To assess the impact of academic expectations on academic stress and sleep quality of young adults. 2. To understand the role of family pressure and its impact on academic stress and sleep quality of young adults. 3. To explore the importance of coping mechanisms in academic stress and sleep quality of young adults. 3.3 Participants and Procedures Inclusion criteria for the present study was kept as students studying in delhi university of age group 18-24 years with understanding of basic english and hindi. For the present study sample size of 10 students were selected. A semi structured interview was selected as the tool for data collection containing four dimensions of academic stress, sleep quality, coping mechanism and stress management techniques. Thematic analysis was chosen for data analysis including formation of codes, axial codes, categories and thematic relationship.

Your preview ends here

Eager to read complete document? Join bartleby learn and gain access to the full version

Access to all documents
Unlimited textbook solutions
24/7 expert homework help

4. Result Data was collected using semi-structured interviews. For data analysis Thematic analysis was utilized after transcribing the interview recording. Codes formulated followed by categories and themes. Thematic relationship was analyzed. Theme Category Codes Academic Stress Interpersonal relationships Relationship with friends Romantic relationship Perception of support in relationship Relationship with teachers Personal factors Self efficacy Career goals compatibility with stream Academic expectations Financial issues Accessibility to essential resources Sleep pattern Eating habits Substance abuse Health problems Responsibilities Time management Motivation Mood Academic factors Workload Examinations University resources Teaching style compatibility Attendance

Mentor support Family factors High expectations Pressure Responsibilities Parenting style Sleep Quality Sleep latency Time taken to fall asleep Thoughts Mood Sleep maintenance difficulties Waking up in between night Time taken to fall back asleep Thoughts Mood Subjective satisfaction Duration Environment Mood after waking up Nightmares/Bad dreams Coping Mechanisms Healthy coping mechanisms Reading books Walking Listening music Social support Self-care Humor Meditation Unhealthy coping mechanisms Avoidance Distracting Substance Abuse Using social media

Stress Management Techniques Perception of importance of stress management techniques Helpful Complicated Unhelpful Techniques employed Breathing exercises Relaxation techniques Exercise Mindfulness and meditation Time management Healthy eating Social support Establishing boundaries Problem solving Hobbies Journaling Humor Sleep hygiene

Your preview ends here

Eager to read complete document? Join bartleby learn and gain access to the full version

Access to all documents
Unlimited textbook solutions
24/7 expert homework help

5. Discussion The aim of the study was to assess the relationship between academic stress and sleep quality among young adults. Thematic analysis was used for data analysis where in following themes emerged; academic stress, sleep quality, coping mechanism and stress management techniques. Categories and codes for respective themes are discussed above. 80% of the participants expressed presence of academic stress while 20% expressed academic stress only during the examination time. A study by Andrews & Wilding (2004) explored the sources of stress among university students during exam periods. It highlighted the role of academic workload, time pressure, and self-imposed expectations as significant stressors. Higher degree of academic stress was noted to be stemming from lack of supportive relationships, low self-efficacy, incompatible career goal and stream of study, high self and others academic expectations, lack of resources, poor time management, poor mood, high workload, lack of guidance and parental pressure. A study by Hales, Dreschler, and Black (2013) found that academic stress can negatively impact students' motivation and learning experiences. 60% of the sample rated their sleep quality as average while the remaining rated it as poor. On an average time period of 30-90 mins was noted as the latency time. Only 40% reported waking up during the sleep and average duration of sleep was noted as 5 hours. The mood after waking up was noted as indifferent for 30%, positive by 20% and poor by 50%. Only 1 subject was reported with nightmares. A study by Levin and Fireman (2002) found that frequent nightmares were associated with poorer sleep quality, including difficulties falling asleep and staying asleep. 80% of the sample reported utilizing healthy coping mechanisms where social support and self-care were most reported. Research by Hammen (2005) focused on the role of interpersonal relationships in coping with stress, including academic stress among adolescents. Positive relationships were found to contribute to better coping outcomes. 50% reported unhealthy coping mechanisms of distraction and 20% reported increase in substance intake during exam times. 80% of the sample reported stress management techniques as being helpful while 20% reported its effectiveness depends on the situation. Most frequently reported stress management

techniques were meditation, daily plan, journaling and sleep hygiene. A study by Rosenzweig et al. (2003) found that mindfulness meditation training contributed to improved attention and cognitive flexibility, which can positively influence academic stress management. Based on the data collected it was noted that high academic stress impacted sleep quality by increase in sleep latency, poor mood and difficulty staying asleep. Healthy coping mechanism was seen as a protective factor against academic stress. Young adults showed a positive inclination towards stress management strategies along with practicing more than one of these in daily routine.

6. References Andrews, B., & Wilding, J. M. (2004). The relation of depression and anxiety to life-stress and achievement in students. British Journal of Psychology, 95 (4), 509-521. Bhargava, D., & Trivedi, H. (2018). A study of causes of stress and stress management among youth. IRA-International Journal of Management & Social Sciences , 11 (03), 108-117. Hales, M. C., Dreschler, J. M., & Black, C. (2013). High School Students' Perceptions of Motivation and Learning: A Comparative Analysis of the United States and China. Journal of Educational Psychology, 105 (3), 529-548. Hammen, C. (2005). Interpersonal stress and depression in women. Journal of Affective Disorders, 86 (2-3), 137-146. Herawati, K., & Gayatri, D. (2019). The correlation between sleep quality and levels of stress among students in Universitas Indonesia. Enfermeria clinica , 29 , 357-361. Levin, R., & Fireman, G. (2002). Nightmare prevalence, nightmare distress, and self-reported psychological disturbance. Sleep, 25 (2), 205-212. Lohitashwa, R., Kadli, N., Kisan, R., Sindhuja, A., & Deshpande, D. (2015). Effect of stress on sleep quality in young adult medical students: a cross sectional study. Int J Res Med Sci , 3 (12), 3519-3523. Mahmoud, J. S. R., Staten, R. T., Hall, L. A., & Lennie, T. A. (2012). The relationship among young adult college students’ depression, anxiety, stress, demographics, life satisfaction, and coping styles. Issues in mental health nursing , 33 (3), 149-156. Majumdar, B., & Ray, A. (2010). Stress and coping strategies among university students: A phenomenological study. Indian Journal Social Science Researches , 7 (2), 100-111.

Your preview ends here

Eager to read complete document? Join bartleby learn and gain access to the full version

Access to all documents
Unlimited textbook solutions
24/7 expert homework help

Nidich, S. I., Rainforth, M. V., Haaga, D. A., Hagelin, J., Salerno, J. W., Travis, F., ... & Schneider, R. H. (2009). A randomized controlled trial on effects of the Transcendental Meditation program on blood pressure, psychological distress, and coping in young adults. American journal of hypertension , 22 (12), 1326-1331. Rosenzweig, S., Reibel, D. K., Greeson, J. M., Brainard, G. C., & Hojat, M. (2003). Mindfulness-based stress reduction lowers psychological distress in medical students. Teaching and Learning in Medicine, 15 (2), 88-92.

7. Appendix Appendix A - Interview Schedule Demographic details Name: Age: Socioeconomic status: Course: Family structure: Relationship status: 1. Do you find it challenging to balance academic responsibilities and sleep? 2. How do you feel after waking up in the morning? 3. Do you experience increased stress and sleep disturbances during exam periods? 4. What activities do you engage in when faced with stress? 5. What is your most powerful stress buster during exams? 6. What all academic stressors would you identify in your life? 7. Do you feel you are adequately able to deal with academic related stressors? 8. Do you feel you have adequate resources to deal with your academic workload? What would these resources be? 9. Do you find the teaching system in your college adequate for you? 10. Have you experienced difficulties falling asleep or staying asleep due to academic stress? How frequently does it occur during stressful academic periods? 11. How long does it typically take you to fall asleep? Do you feel it is different when academic stress is high? 12. Do you face challenges staying asleep throughout the night? Do you feel it is different when academic stress is elevated? 13. Do you indulge in any activity to improve your sleep quality?

14. When faced with academic challenges, have you found certain techniques more effective to manage stressors and maintain your sleep routine? 15. How do you perceive the relationship between coping mechanisms, academic stress, and sleep patterns? 16. In your experience, do effective coping strategies lead to improved sleep during stressful periods?

Your preview ends here

Eager to read complete document? Join bartleby learn and gain access to the full version

Access to all documents
Unlimited textbook solutions
24/7 expert homework help

Group 6- Research Project-final

Related Documents