Relevant bibliographies by topics / Academic stress

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Academic stress'

Author: Grafiati
Published: 4 June 2021
Last updated: 18 November 2023

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Journal articles on the topic "Academic stress"

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Sabirova, R., M. Umurkulova, and Ben C. H. Kuo. "Academic stress at different yearsof study." Bulletin of the Karaganda University. Pedagogy series 100, no. 4 (December 28, 2020): 71–78. http://dx.doi.org/10.31489/2020ped4/71-78.

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The article describes the results of a study of academic stress in 119 psychology students of the Faculty of Philosophy and Psychology of Karaganda State University. The author substantiates the relevance of the stress problem arising in the process of educational activity. The necessity of enriching the diagnostic arsenal of psychologists and teachers with new methods for academic stress research is shown. An empirical study identified objective and subjective sources, mental and somatic manifestations of stress. The dynamics of the course of academic stress at different stages of study at the university is revealed. The results obtained by the authors of the article demonstrate the greatest severity of all parameters of physical and psychological distress at first and fourth years of study. The non-adaptive nature of coping strategies used by students of different grades to stop the negative psycho-emotional experiences associated with stress in educational activities is disclosed. The necessity of psychological and pedagogical support of students in situation of academic stress is shown. The general characteristic of the support program developing personality resources of the students is given, taking into account new methodological approaches to skills and learning strategies.
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Bosch, Jos A., Eco E. J. De geus, Christoffer Ring, and Arie V. Nieuw Amerongen. "ACADEMIC EXAMINATIONS AND IMMUNITY: ACADEMIC STRESS OR EXAMINATION STRESS?" Psychosomatic Medicine 66, no. 4 (July 2004): 625–26. http://dx.doi.org/10.1097/00006842-200407000-00025.

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Alnahdi, Asma Sami, and Mariya Aftab. "Academic Stress, Study Habits and Academic Achievement among University Students in Jeddah." International Journal of Psychosocial Rehabilitation 24, Special Issue 1 (February 28, 2020): 97–104. http://dx.doi.org/10.37200/ijpr/v24sp1/pr201138.

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Stowell, Jeffrey R. "ACADEMIC EXAMINATIONS AND IMMUNITY: ACADEMIC STRESS OR EXAMINATION STRESS?: RESPONSE." Psychosomatic Medicine 66, no. 4 (July 2004): 626–27. http://dx.doi.org/10.1097/00006842-200407000-00026.

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Bosch, J. A. "ACADEMIC EXAMINATIONS AND IMMUNITY: ACADEMIC STRESS OR EXAMINATION STRESS? * Response." Psychosomatic Medicine 66, no. 4 (July 1, 2004): 625–27. http://dx.doi.org/10.1097/01.psy.0000133254.46947.ac.

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YOUSEFI, MIDYA, Rohini Devi, and Ahmad Shuib. "Organizational Stress Indicators and Influence on Academic Performance in Private Universities." Asia Proceedings of Social Sciences 5, no. 2 (December 30, 2019): 117–22. http://dx.doi.org/10.31580/apss.v5i2.1123.

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This study investigates to recognize and test the influence of organizational indicators of stress on the academic performance. The current research collected questionnaire via multi cluster sampling techniques from 32 Malaysian private universities academic staff. Also, 190 completed questionnaires were analyzed through SmartPLS software that has been delivered the results based on measurement and structural model. Then outcomes show that workload is the first stress organizational indictors that has adverse effect on academic staff work performance. Likewise, ambiguity and conflict in roles are the secondary and thirdly stress indictors that negatively influence the academics’ performance in private universities respectively. This study suggests remarkable implications both theoretically and practically to complement the available literature toward the organizational stress indicators in academia context that contribute to academic staff performance. In addition, it, enriches current administrators and policy makers of private universities in reducing the negative effects of stress predictors in organization and manage to increase academic staff performance.
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Sedláková, Eva. "Academic stress - rewiev study." Diskuze v psychologii 3, no. 1 (November 1, 2021): 1–8. http://dx.doi.org/10.5507/dvp.2021.005.

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Oh, Hui-Jeong, and Kap-Sung Kim. "Longitudinal Analysis of Students" Testing Stress, Academic Stress and Academic Achievement." Korean Education Inquiry 38, no. 2 (June 30, 2020): 107–31. http://dx.doi.org/10.22327/kei.2020.38.2.107.

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Ang, Rebecca P., and Vivien S. Huan. "Academic Expectations Stress Inventory." Educational and Psychological Measurement 66, no. 3 (June 2006): 522–39. http://dx.doi.org/10.1177/0013164405282461.

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Pham, Trang. "Academic Identity Development of Asian International Doctoral Students at a Public University – A Reflexive Thematic Analysis." International Journal of Doctoral Studies 17 (2022): 323–44. http://dx.doi.org/10.28945/5013.

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Aim/Purpose: This study explores the development of academic identity among a group of Asian international doctoral students at a U.S. research university in various settings, including interacting with students and faculty members and reflecting on their personal journeys. Background: In 2020-2021, 132, 000 international doctoral students enrolled in U.S. universities – an increase of 71% since 2000. Despite this, relatively little is known about their academic identity development and how acculturative stress affects their academic growth. Methodology: A conceptual framework was constructed to integrate the concepts of acculturative stress and academic identity development. With the premise that academic identity development comprises three strands of intellectual, network, and institutional, the current framework conceptualizes the intersection of acculturative stress in all three strands to explore the tensions of balancing home-host culture values while international doctoral students grow into a new identity. Reflexive thematic analysis was applied to study the narratives of eight Asian international doctoral students and identified four main themes characterizing the participants’ academic identity development under acculturative stress. Contribution: This study contributes to an understudied area of higher education literature, directing the attention of the academic community to a small but growing group of junior academics. When examined in the confluence with acculturative stress, the conceptualization of academic identity is extended to include academics from cultural minorities. Findings: Acculturative stress intersects with all three strands of academic identity development, inhibiting participants’ progress in their doctoral programs. Acculturative stress also makes participants more hesitant to adopt an academic identity. Recommendations for Practitioners: This paper informs leaders and managers at departmental and university levels about cultural inclusiveness in doctoral training programs. Cultural minority students face the challenge of acculturative stress, an issue that distinguishes them from racial or gender minority groups; therefore, simply replicating race or gender inclusion initiatives is unlikely to be an ideal model for a culturally inclusive program. Recommendation for Researchers: The findings of this study indicate that Asian doctoral international students deviate from the commonly accepted view of academic identity in that they do not define intellectual growth strictly in terms of paper-trailed achievements (e.g., number of publications or grants), and they view jobs within and outside academia as equally attractive. Impact on Society: Doctoral training programs at universities are the suppliers of doctoral-level workers for industry. However, some programs, especially in the social sciences and humanities, focus on academic job placements. To broaden the impact on society, educational leaders need to expand the professional development training elements in such programs to prepare doctoral candidates for opportunities outside of academia. Future Research: Other aspects of doctoral training programs could be explored, such as the development of instructor identity and the changes in student identity.
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Dissertations / Theses on the topic "Academic stress"

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Idris, Mohd Kamel. "Occupational Stress in Academic life: A Study of Academics of Malaysian Public Universities." The University of Waikato, 2009. http://hdl.handle.net/10289/2597.

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Stress can lead to poor health and loss of productivity among employees across occupations. Stress does not only affect individuals but also organizations by causing work absence and staff turnover. Academics in Malaysian public universities are no exception. Due to the rapid developments in tertiary education, academics in Malaysian public universities are believed to be experiencing increased job demands that potentially lead to increased stress. This study was carried out to examine: i) the direct effect of role stressors (i.e. role overload, role ambiguity and role conflict) on strain; ii) the direct effect of strain on the outcomes of strain (i.e. cynicism, professional efficacy, and organizational commitment); iii) the moderation effects of organizational support, peer support, and self-efficacy on the relationships between role stressors and strain; iv) the mediation effect of strain on the relationship between role stressors and strain; and v) the mediation effect of outcomes of strain (i.e. cynicism, professional efficacy, and organizational commitment) on the relationship between strain and intention to leave among those academics. This study used a non-experimental two-wave panel design. Eleven of the 12 study variables were measured using pre-existing scales except for self-efficacy, iii which was measured by items specially developed for this study. A longitudinal survey with a six-month time interval yielded 357 respondents (academics) at time 1 and 210 respondents at time 2. Data were analyzed using multiple regression, hierarchical regression, and structural equation modeling (SEM) to test for direct effects, moderation effects and mediation effects respectively. The findings of this study indicate that academics who experienced increased levels of role stressors were more likely to have increased levels of strain. Subsequently, the strained academics were more likely to show higher levels of cynicism and lower levels of professional efficacy and organizational commitment. The predicted moderators (i.e organizational support, peer support, and self-efficacy) had no significant influence on the relationships between role stressors and strain. Mediation analyses consisted of two parts. In the first part, I found that strain strongly mediated the relationship between role ambiguity and outcomes of strain (i.e. cynicism, professional efficacy, and organizational commitment). In the subsequent mediation analysis, I found that cynicism and organizational commitment fully mediated the relationship between strain and intention to leave, but not professional efficacy.
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James, Christina. "Academic Stress in Student-Athletes." Thesis, University of North Texas, 2017. https://digital.library.unt.edu/ark:/67531/metadc984225/.

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Academic stress and the causes of such stress are subjects that are found in very few studies concerning student-athletes. Therefore, the purpose of this quantitative study is to determine how the following variables relate to academic stress and perceived stress either through correlations or differences--demographics, academic classification, major or field of study, athletic scholarship status, and season of sport (in- season/ out of season). An online questionnaire containing a Perceived Stress Scale and a Perception of Academic Stress scale were distributed to 151 student-athlete participants at a university in the southwest United States. The results indicated that biological sex has a significant relationship to perceived stress. No other variables were found significant to perceived stress or academic stress.
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Yumba, Wycliffe. "Academic Stress : A Case of the Undergraduate students." Thesis, Linköpings universitet, Institutionen för beteendevetenskap och lärande, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-81902.

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This study examined the perceptions of major of sources of academic stress among male and female undergraduates. Data were collected via a survey in which participated 100 students, with mean of age (M=23, 21) and standard deviation (SD=3, 27), varied in year in school, age and gender; and the statistical package for social sciences (SPSS) was used for data analysis. The survey consisted of 33 potential stressful situations, which were divided into 4 categories: Relations with other people sources of stress, personal sources of stress, academic sources of stress, and the environmental sources of stress. The results show the academic sources of stress appeared to be the most stressful for all the students due to the pressure originated from the course overloads, and the academic evaluation procedures. A variety of personal, familial, and social factors were also identified as least stressful stressors. The first year undergraduates, especially female students reported higher degree of stress than male students did. The findings from this study may be useful for further research on how these potential sources of stress influence the performance and the health of the students.
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Rodriguez, Gerardo. "Under Pressure: Academic Stress and the College Undergraduate." Thesis, Boston College, 2017. http://hdl.handle.net/2345/bc-ir:107920.

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Thesis advisor: Celeste Wells
It has been identified that academic stress is an issue plaguing college undergraduates across the country. A significant amount of academic stress can have a negative impact on both the physical and mental state of the individual. Six elements were identified as contributing to the make up of an individual’s stress profile and as a result, influenced the subsequent impact that academic stress may have on their daily life. Those elements included the following; definitions of stress, reactions to stress, timing, organizational strategies, support group and peer opinions. While the abundance of academic stress observed throughout colleges and universities is discouraging, its prevalence provides a large amount of data. By identifying the factors that contribute to the severity of academic stress, the avenues to a solution were identified as well. This study surveyed 16 participants at a large, private institution known for its academic rigor and competitive undergraduate environment thus rendering it an ideal setting for a study focused on academic stress
Thesis (BA) — Boston College, 2017
Submitted to: Boston College. College of Arts and Sciences
Discipline: Departmental Honors
Discipline: Communication
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Cox, Crystal Janell. "The Relationship Between Spirituality, Stress, and Academic Performance." Bowling Green State University / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1305258623.

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Schweden, Tabea L. K., Uwe Wolfradt, Sara Jahnke, and Jürgen Hoyer. "Depersonalization Under Academic Stress: Frequency, Predictors, and Consequences." Karger, 2018. https://tud.qucosa.de/id/qucosa%3A70648.

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Background: Based on the assumptions that depersonalization symptoms are relevant for test anxiety maintenance, we examined their frequency, psychological predictors, association with anxiety symptoms, and association with test performance. Sampling and Methods: In Study 1, 203 students rated their test anxiety severity and depersonalization in their last oral examination. In Study 2, we assessed test anxiety 1 week before an oral examination, depersonalization, safety behaviors, self-focused attention, and negative appraisals of depersonalization directly after the examination, and post-event processing 1 week later among 67 students. Results: In Study 1, 47.3% reported at least one moderate depersonalization symptom. In Study 2, test anxiety and negative appraisals of depersonalization significantly predicted depersonalization. Depersonalization was linked to a higher intensity of safety behaviors and post-event processing but not to self-focused attention. It was not related to performance. Conclusion: Results are limited by the non-random sampling and the small sample size of Study 2. However, by showing that depersonalization contributes to the processes the maintenance of test anxiety, the findings confirm that depersonalization – normally understood as an adaptive mechanism to cope with stressful events – can become maladaptive.
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MARTIN, JANAEA. "STRESS IN AN ACADEMIC ENVIRONMENT: THE UNDERGRADUATE EXPERIENCE." Diss., The University of Arizona, 1985. http://hdl.handle.net/10150/188034.

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This work investigated stress in an academic environment for undergraduate students from both quantitative and qualitative perspectives. For Study One, a Student Life-Style and Attitude Survey was administered to 375 undergarduate students. Factor Analyses extracted a total of 27 factors which were utilized in subsequent analyses. Multiple Regression Analyses resulted in four, highly significant, five-step regression equations for perceived level of stress, student satisfaction, work satisfaction, and personal satisfaction (p < .001). Discriminant Function Analyses produced significant group classification functions for gender, non-working versus working students, grade level, and the academic majors of science and engineering, business, and liberal arts (p < .001). Hypothesized higher factor scores for students reporting higher levels of perceived stress, were supported only for significant, positive, univariate relationships with factors of academic work-overload, and tension (p < .001), but rejected in all other instances. All hypothesized lower factor scores associated with higher levels of stress were rejected. Predicted higher factor scores for women were statistically supported for a number of symptoms, academic concerns, time-utilization, and the coping strategy of social support seeking; however, there were no significant gender differences in overall perceptions of stress level. Predicted lower factor scores for women on self-esteem, and self-efficacy factors were rejected, as was the predicted non-significant relationship between gender and Type "A-like" behavior. Men in this study attained significantly higher factor scores for both Type "A-like" behavior, and sensate tension reduction than did women. Study Two used content analyses of interviews with 27 undergraduates to affirm, modify, and expand upon the relationships identified in Study One. Results emphasized the general relationship between perceptions of stress and experiences of depression, low self-esteem, and somatization. Increased physical activity was reported as a major form of "coping" as were a number of other "non-direct" strategies. The identification of several additional indicators of stress and coping raised serious questions about the biases, and limitations of scales currently used to measure those dimensions. Taken together, results from the two studies suggested that undergraduate stress may be best understood, and investigated through academic "life-cycle," and "sub-cultural" approaches examining similarities and differences in health, stress, and coping using both quantitative and qualitative methodologies.
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Le, Van Thanh. "Occupational stress among academic women in Viet Nam." Thesis, Curtin University, 2013. http://hdl.handle.net/20.500.11937/1295.

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The present research aims to bring deeper understanding and insight into the perceptions and experiences of women in relation to occupational stress, and associated coping mechanisms, in the unique cultural context of Vietnam. The study also examines differences in perceptions of occupational stress and the coping mechanisms across subgroups of women (age, education background, occupational roles & levels, marital status and experience) and makes a comparison with perspectives in other cultures.A qualitative, grounded theory approach was used to study occupational stress by collecting data from in-depth interviews with 42 academic women employed at Vietnamese higher education institutions to understand the meaning that these women attach to occupational stress; the nature and source of the occupational stress they experience; the impact of occupational stress on their lives; and the coping mechanisms they deploy in response to occupational stress.Cultural factors play an important role in occupational stress. Cultural factors influence experiences of occupational stress and the ways occupational stress is responded to. The Vietnamese context differs from other cultural contexts in the range of factors perceived as stressors for Vietnamese women.The study findings can be used to give voice to Vietnamese women experiencing occupational stress; to inform university policy makers with regard to occupational stress experienced by women in Vietnamese higher education; and to benefit scholars studying occupational stress in different cultural contexts via a conceptual consideration of the cultural aspects of occupational stress.The work adds to the few extant studies on occupational stress which have used grounded theory. By so doing, gaps in the existing grounded theory research on occupational stress are identified and proposals for future occupational stress research are put forward. This research is the first grounded theory study of occupational stress among women academics in Vietnam that determines that cultural factors play an important role in how women understand and respond to occupational stress and supports the growing evidence that occupational stress is common, global and varies between cultures.
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Fanning, Golden G. "Academic Stress and Academic Self-Efficacy as Predictors of Psychological Health in College Students." Ohio University / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1469453518.

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Richards, Paul. "Examining and addressing academic stress at a suburban high school." Thesis, Boston College, 2009. http://hdl.handle.net/2345/920.

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Thesis advisor: Robert J. Starratt
This qualitative case study focused on what the researcher learned as a participant-observer during the planning and implementation stages of the Stress Reduction Committee's work to examine and address an academic stress problem at Jewel-on-the-Hill High School. The observations illuminated the various perspectives individuals carried on the naming of the stress problem, how they overcame challenges in the work, the new learnings they developed, and the results the initiative created. The study examined the scope and complexity of the stress issue, the importance of distributed leadership and coordinated school change, and the challenges of shifting the culture of a school. Five instruments were utilized to collect data in this ethnographic descriptive case study: pre-intervention interviews, participant reflective journaling, results of the Stress Reduction Committee, researcher reflective journaling, and post-intervention interviews. The researcher collected data over the course of a fourteen-month period. Findings were many, and included how there existed differences and consistencies both within the sample and between subsamples. The influence of time on the initiative and the study produced additional findings. Themes developed across each of the first three research questions (the naming of the stress problem, the challenges the committee faced, and the new learnings of the committee). The role and actions taken by the participant-observer as he led the stress initiative provided additional findings. Implications for practice included advice for school leaders in taking on a school culture initiative, such as how to best lead a representative committee and how to organize the fruitful outputs of the group. Advice was also provided to parents and to students on how to best cope with academic stress and increase their locus of control over their life situation. Limitations of this study included potential leadership bias due to the researcher's role as principal of the school. Other limitations included site, time, and instrumentation biases. The researcher made efforts to control for biases in order to increase the validity and reliability of the study. The dissertation concluded with the lessons learned by the participant-observer in regards to his own leadership capacity. The study and initiative led to substantial professional growth for the researcher
Thesis (EdD) — Boston College, 2009
Submitted to: Boston College. Lynch School of Education
Discipline: Educational Administration
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Books on the topic "Academic stress"

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Gonzaga, Luiz Ricardo Vieira, Letícia Lovato Dellazzana-Zanon, and Andressa Melina Becker da Silva, eds. Handbook of Stress and Academic Anxiety. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-12737-3.

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Stress in academic life: The mental assembly line. Buckingham [England]: Society for Research into Higher Education, 1994.

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Fisher, Shirley. Stress in academic life: The mental assembly line. Ballmoor: Society for Research into Higher Education, 1994.

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Maṣādir al-ḍughūṭ al-mihanīyah fī al-maktabāt al-akādīmīyah fī al-Mamlakah al-ʻArabīyah al-Saʻūdīyah. al-Riyāḍ: Maktabat al-Malik Fahd al-Waṭanīyah, 2004.

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Burgess, Sherri T. An investigation of adolescent constructs of stress and academic achievement. St. Catharines, ON: Faculty of Education, Brock University, 1999.

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Kinman, Gail. Working to the limit: Stress and work-life balance in academic and academic-related employees in the UK. London: Association of University Teachers, 2004.

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Yaʻqūb ibn Sālim ibn Sulaymān Ḥarāṣī. Ḍughūṭ al-ʻamal fī al-maktabāt al-jāmiʻīyah wa-marākiz al-maʻlūmāt wa-maṣādir al-taʻallum. al-Qāhirah: Markaz al-Ghandūr al-ʻIlmī, 2007.

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O'Hare, Anna. Stress levels amongst academic staff in Institutes of Further and Higher Education. (s.l: The Author), 1998.

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Booth, Cheryl Annette. Sense of coherence, anxiety and personal control: The effects of academic stress. Sudbury, Ont: Laurentian University, Department of Psychology, 1991.

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Stressed out in school?: Learning to deal with academic pressure. Berkeley Heights, NJ: Enslow Publishers, 2010.

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Book chapters on the topic "Academic stress"

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Stevens, Dannelle D. "Understand the Genre of Academic Writing." In Write More, Publish More, Stress Less!, 16–39. New York: Routledge, 2023. http://dx.doi.org/10.4324/9781003448839-2.

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Stevens, Dannelle D. "Explore Creative Elements in Academic Writing." In Write More, Publish More, Stress Less!, 86–107. New York: Routledge, 2023. http://dx.doi.org/10.4324/9781003448839-5.

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Raja Zirwatul Aida, Raja Ibrahim, Abu Bakar Azlina, and Md Nor Siti Balqis. "Techno Stress: A Study Among Academic and Non Academic Staff." In Ergonomics and Health Aspects of Work with Computers, 118–24. Berlin, Heidelberg: Springer Berlin Heidelberg, 2007. http://dx.doi.org/10.1007/978-3-540-73333-1_15.

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Thomas, Christopher L., Kristie Allen, Clara Madison Morales, and Jaren Mercer. "Supporting Student Success: The Role of Test Anxiety, Emotional Intelligence, and Multifaceted Intervention." In Handbook of Stress and Academic Anxiety, 31–49. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-12737-3_3.

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Cassady, Jerrell C. "Anxiety in the Schools: Causes, Consequences, and Solutions for Academic Anxieties." In Handbook of Stress and Academic Anxiety, 13–30. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-12737-3_2.

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Boruchovitch, Evely, José Aloyseo Bzuneck, Natália Moraes Góes, Taylor Wayne Acee, and Sofia Pellisson. "Academic Anxiety: Relationships with Motivation and Attitudes Toward Learning Among Brazilian University Students." In Handbook of Stress and Academic Anxiety, 67–80. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-12737-3_5.

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Sartes, Laisa Marcorela Andreoli, Camilla Gonçalves Brito Santos, and Alana Augusta Concesso de Andrade. "Online Care for Adolescents and Young Adults with Anxiety During the Aftermath of the COVID-19 Pandemic." In Handbook of Stress and Academic Anxiety, 351–65. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-12737-3_23.

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Cicuto, Karen, and Marcelo Demarzo. "Mindfulness-Based Interventions for Anxiety and Stress in College Students: An Integrative Review." In Handbook of Stress and Academic Anxiety, 313–32. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-12737-3_21.

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Gonzaga, Luiz Ricardo Vieira, Fabiana Pinheiro Ramos, Wagner de Lara Machado, Camila Rodrigues Cordeiro, and Sônia Regina Fiorim Enumo. "Coping with Test Anxiety and Academic Performance in High School and University: Two Studies in Brazil." In Handbook of Stress and Academic Anxiety, 93–113. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-12737-3_7.

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Saban-Bernauer, Michaele Terena, and Ana Cristina Santana Matos-Ragazzo. "Acceptance and Commitment Therapy in Educational Setting." In Handbook of Stress and Academic Anxiety, 227–48. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-12737-3_16.

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Conference papers on the topic "Academic stress"

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Pusvitasari, Rita, Chantana Viriyavejakul, and Piyapong Sumettikoon. "Do Academic Stress, Academic Burnout, Resilience Influence Student Achievement Motivation?" In 2023 11th International Conference on Information and Education Technology (ICIET). IEEE, 2023. http://dx.doi.org/10.1109/iciet56899.2023.10111276.

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Soejanto, Laily Tiarani, Khairul Bariyyah, Parid Rilo Pambudi, and Desita Mulia Yaman. "Art Therapy for Students Academic Stress." In 2nd International Conference on Education and Social Science Research (ICESRE 2019). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200318.024.

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Saroinsong, Wulan P., Muhammad Reza, Nurul Khotimah, Brwa Aziz Sidiq, and Chinun Boonroungut. "A Stress Immunity System of Covid-19 Through Academic Stress." In International Joint Conference on Arts and Humanities (IJCAH 2020). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.201201.082.

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Thanasekhar, B., N. Gomathy, A. Kiruthika, and S. Swarnalaxmi. "Machine Learning Based Academic Stress Management System." In 2019 11th International Conference on Advanced Computing (ICoAC). IEEE, 2019. http://dx.doi.org/10.1109/icoac48765.2019.246831.

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Plevová, Irena, Lucie Křeménková, Michaela Pugnerová, and Aneta Chytilová. "PERCEIVED ACADEMIC STRESS IN THE UNIVERSITY ENVIRONMENT." In 12th International Conference on Education and New Learning Technologies. IATED, 2020. http://dx.doi.org/10.21125/edulearn.2020.1009.

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Kuftyak, Elena. "Procrastination, stress and academic performance in students." In IFTE 2021 - VII International Forum on Teacher Education. Pensoft Publishers, 2022. http://dx.doi.org/10.3897/ap.5.e0965.

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Sholichah, Ima, and Muhimmatul Hasanah. "Covid-19 Pandemic: Academic Resilience and Academic Stress among College Students in Gresik." In International Conference on Psychological Studies. SCITEPRESS - Science and Technology Publications, 2021. http://dx.doi.org/10.5220/0010809500003347.

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Zonneveld, Renée, Ivan Nyklíček, and Johan Denollet. "PSYCHOLOGICAL MINDEDNESS AS A MEDIATIOR BETWEEN MBSR AND PERCEIVED STRESS." In 35th International Academic Conference, Barcelona. International Institute of Social and Economic Sciences, 2018. http://dx.doi.org/10.20472/iac.2018.935.056.

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Liang, Zilu, Oraphan Tatha, and Lys Egholm Andersen. "Developing mHealth App for Tracking Academic Stress and Physiological Reactions to Stress." In 2020 IEEE 2nd Global Conference on Life Sciences and Technologies (LifeTech). IEEE, 2020. http://dx.doi.org/10.1109/lifetech48969.2020.1570618580.

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Bhatia, Kashish, Manish Kumar, Rajesh Kumar Bhatia, Aakankasha Sharma, and Krittika Chhabra. "Machine Learning Based Classification of Academic Stress Factors." In 2021 Fourth International Conference on Computational Intelligence and Communication Technologies (CCICT). IEEE, 2021. http://dx.doi.org/10.1109/ccict53244.2021.00020.

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Reports on the topic "Academic stress"

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Chust-Hernández, Pablo, Emelina López-González, and Joan Maria Senent-Sánchez. Effectiveness of non-pharmacological treatments for academic stress in university students: a protocol for a systematic review. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, July 2022. http://dx.doi.org/10.37766/inplasy2022.7.0071.

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Review question / Objective: The aim of this systematic review is to analyse the effectiveness of different non-pharmacological interventions on academic stress in university students. Eligibility criteria: Those articles that meet the following criteria will be included: 1) Papers that refer to the evaluation of the efficacy of an intervention on purely academic stress, assessed with a specific academic stress assessment instrument and not general or perceived stress; 2) Samples composed only of university students; 3) Empirical studies with pretest-posttest; 4) Studies published in English, Spanish and Portuguese; 5) Articles published in the last 10 years (since January 1, 2011). Registers will be excluded if: 1) they do not meet the inclusion criteria; 2) they do not clearly define the assessment instrument or the type of stress they assess; 3) studies that do not clearly specify the implementation of a prospective intervention (e.g. studies that analyse the relationship between academic stress and having ever sought counselling from a university counselling or mental health service); 4) grey literature.
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Lally, Clare. Child and adolescent mental health during COVID-19. Parliamentary Office of Science and Technology, July 2020. http://dx.doi.org/10.58248/rr04.

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Charities and academics have expressed concerns that children’s mental health is disproportionately affected by the intervention measures used during the pandemic. Child and adolescent mental health may be compromised by factors such as strained family relationships, academic stress and reduced social contact with friends. Child and adolescent mental health services (CAMHS) have been reduced during the pandemic. They are likely to be under strain to meet increased demand. The UK Government has announced funding to ensure that charities can continue supporting those in need.
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Djerasimovic, Sanja, and Stephanie Alder. Postgraduate researchers’ identities and wellbeing – what is the link and why does it matter? Wellcome Centre for Cultures and Environments of Health, June 2022. http://dx.doi.org/10.58182/kflr7542.

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Doctoral students have higher rates of mental ill health than comparable populations. Contributors include institutional stressors such as competitive fields, uncertain futures and liminal professional identity. This exploratory study drew on social psychology, taking a broad narrative approach, to explore what professional (academic) communities postgraduate researchers (PGRs) identify with, and how these identifications relate to wellbeing. Focus groups were conducted with social science and humanities PGRs in three UK Russell Group universities. PGRs experiences were diverse, but common themes related to ambiguity about their roles as students and researchers; the precariousness of academic careers; commitments to scholarly research; the importance of validation from supervisors and the wider academic community; and the particular challenges when other social roles (e.g. relating to ethnicity or parenthood) align poorly with academic roles. Key conclusions are the importance of validating and supportive research communities that did not necessarily map onto departments or disciplines; meaningful and practically empowering supervisory relationships, which can serve as a buffer against stress and uncertainty; and the relative paucity of ‘postgraduate/doctoral researcher/student’ as a social identity.
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Narvaez, Liliana, Sally Janzen, Caitlyn Eberle, and Zita Sebesvari. Technical Report: Taiwan drought. United Nations University - Institute for Environment and Human Security (UNU-EHS), August 2022. http://dx.doi.org/10.53324/ujzw5639.

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During the 2020-2021 typhoon season, for the first time in 56 years, no typhoon made landfall on Taiwan, leading to one of the worst droughts in the island’s history. As reservoirs fell below 5% capacity, more than one million households and businesses had to ration water. This water rationing was not without controversy, especially for the island’s most water-intensive industries: rice farming and semiconductor manufacturing. Taiwan’s case exemplifies the challenges of water stress and related risk across value chains that could emerge as a result. It also shows stark choices that governments and authorities may have to face in rationing water resources. Water management in a changing climate is incredibly important to ensure the life, health and prosperity of people and ecosystems on our planet.This technical background report for the 2021/2022 edition of the Interconnected Disaster Risks report analyses the root causes, drivers, impacts and potential solutions for the Taiwan drought through a forensic analysis of academic literature, media articles and expert interviews.
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Narvaez, Liliana, and Caitlyn Eberle. Technical Report: Southern Madagascar food insecurity. United Nations University - Institute for Environment and Human Security (UNU-EHS), August 2022. http://dx.doi.org/10.53324/jvwr3574.

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Southern Madagascar’s worst drought in 40 years had devastating cumulative effects on harvest and livelihoods. On top of this, frequent sandstorms and pest infestations have led to severe stress on vegetation triggering a drastic decline in rice, maize and cassava production. These environmental aspects, combined with a lack of livelihood diversification and ongoing poverty, the presence of cattle raiders and restrictive government decisions, have driven the population of southern Madagascar to acute food insecurity conditions. By December 2021, more than 1.6 million people were estimated to have been suffering high levels of food insecurity. This case is an example of how multiple, complex environmental and social factors can combine to trigger a profound crisis in a territory, where vulnerable groups, such as children under five, tend to be particularly affected. Environmental degradation, together with socioeconomic and political dynamics are leaving vulnerable people even more exposed to food crises with few livelihood options or safety nets to cope with disasters. This technical background report for the 2021/2022 edition of the Interconnected Disaster Risks report analyses the root causes, drivers, impacts and potential solutions for the Southern Madagascar food insecurity through a forensic analysis of academic literature, media articles and expert interviews.
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Idris, Iffat. Conditions for Elections to Succeed in Reducing Conflict and Instability. Institute of Development Studies, July 2022. http://dx.doi.org/10.19088/k4d.2022.124.

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Post-conflict elections can pave the way for democratisation and peacebuilding, but can also lead to renewed conflict. Minimum conditions for ensuring that elections promote the former and reduce conflict and instability include: peace and demilitarisation; international involvement; not holding post-conflict elections too early; holding national and local elections separately – ideally, local before national; election systems (notably proportional representation) that distribute rather than concentrate power; independent, permanent and well-resourced election management bodies; and media that promote voter education, messaging by parties and candidates, and election transparency. However, it is important to stress that specific criteria needed for successful post-conflict elections will be context-dependent.Post-conflict elections have the potential to establish legitimate government and can pave the way for democratisation and sustained peace. However, because they determine the distribution of power, they can also trigger renewed conflict. The risk of this is exacerbated by the difficult circumstances in which post-conflict elections are typically held (e.g. damaged infrastructure, weak institutions). The challenge is how to achieve the potential benefits while avoiding the risks. What are the conditions or criteria needed to ensure that post-conflict elections do not lead to conflict and instability?This review looks at the conditions needed to ensure that post-conflict election reduce conflict and instability. It draws on a mixture of academic and grey literature. While there was substantial literature on the various criteria, notably international involvement and election administration, it was largely gender-blind, as well as disability-blind.
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Higuera Roa, Oscar, and Jack O'Connor. Technical Report: Hurricane Ida. United Nations University - Institute for Environment and Human Security (UNU-EHS), August 2022. http://dx.doi.org/10.53324/nyky2894.

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On 1 September 2021, remnants of Hurricane Ida, the costliest disaster of 2021, brought historic rainfall to New York City, triggering the city’s first-ever flash flood alerts as water flooded streets, subway stations and apartments. Many of the people that lost their lives in the floods lived in basement apartments, and the water management system was completely overwhelmed, indicating a pressing need for infrastructure improvements to prevent such a disaster from happening again. This technical background report for the 2021/2022 edition of the Interconnected Disaster Risks report analyses the root causes, drivers, impacts and potential solutions for Hurricane Ida through a forensic analysis of academic literature, media articles and expert interviews.
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Blazakis, Jason, and Colin Clarke. From Paramilitaries to Parliamentarians: Disaggregating Radical Right Wing Extremist Movements. RESOLVE Network, December 2021. http://dx.doi.org/10.37805/remve2021.2.

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The global far right is extremely broad in nature and far from monolithic. While the “far right” is often used as an umbrella term, using the term runs the risk of over-simplifying the differences and linkages between white supremacist, anti-immigration, nativist, and other motivating ideologies. These beliefs and political platforms fall within the far-right rubric, and too often the phrase presents a more unified image of the phenomena than is really the case. In truth, the “far right” and the individual movements that comprise it are fragmented, consisting of a number of groups that lack established leadership and cohesion. Indeed, these movements include chauvinist religious organizations, neo-fascist street gangs, and paramilitary organs of established political parties. Although such movements largely lack the mass appeal of the interwar European radical right-wing extreme, they nevertheless can inspire both premeditated and spontaneous acts of violence against perceived enemies. This report is intended to provide policymakers, practitioners, and the academic community with a roadmap of ongoing shifts in the organizational structures and ideological currents of radical right-wing extremist movements, detailing the difference between distinct, yet often connected and interlaced echelons of the far right. In particular, the report identifies and analyzes various aspects of the broader far right and the assorted grievances it leverages to recruit, which is critical to gaining a more nuanced understanding of the potential future trajectory of these movements.
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Pokrzywinski, Kaytee, Kaitlin Volk, Taylor Rycroft, Susie Wood, Tim Davis, and Jim Lazorchak. Aligning research and monitoring priorities for benthic cyanobacteria and cyanotoxins : a workshop summary. Engineer Research and Development Center (U.S.), August 2021. http://dx.doi.org/10.21079/11681/41680.

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In 2018, the US Army Engineer Research and Development Center partnered with the US Army Corps of Engineers–Buffalo District, the US Environmental Protection Agency, Bowling Green State University, and the Cawthron Institute to host a workshop focused on benthic and sediment-associated cyanobacteria and cyanotoxins, particularly in the context of harmful algal blooms (HAB). Technical sessions on the ecology of benthic cyanobacteria in lakes and rivers; monitoring of cyanobacteria and cyanotoxins; detection of benthic and sediment-bound cyanotoxins; and the fate, transport, and health risks of cyanobacteria and their associated toxins were presented. Research summaries included the buoyancy and dispersal of benthic freshwater cyanobacteria mats, the fate and quantification of cyanotoxins in lake sediments, and spatial and temporal variation of toxins in streams. In addition, summaries of remote sensing methods, omic techniques, and field sampling techniques were presented. Critical research gaps identified from this workshop include (1) ecology of benthic cyanobacteria, (2) identity, fate, transport, and risk of cyanotoxins produced by benthic cyanobacteria, (3) standardized sampling and analysis protocols, and (4) increased technical cooperation between government, academia, industry, nonprofit organizations, and other stakeholders. Conclusions from this workshop can inform monitoring and management efforts for benthic cyanobacteria and their associated toxins.
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Benkraouda, Ouafa, Lindsay Braun, and Arnab Chakraborty. Policies and Design Guidelines to Plan for Connected and Autonomous Vehicles. Illinois Center for Transportation, August 2022. http://dx.doi.org/10.36501/0197-9191/22-012.

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This report chronicles the work undertaken by researchers at the University of Illinois Urbana Champaign to identify policies and design guidelines to plan for connected and autonomous vehicles (CAVs) in mid-sized regions in Illinois. The report starts with the goals of this work followed by a review of existing literature. The review addresses CAV technologies and scenario planning, including academic research articles, policies and guidance documents from federal and state agencies, and recent long-range transportation plans. The review findings are organized into three categories—drivers, levers, and impacts—to facilitate scenario-based planning and included key factors and trends in technology development and adoption (drivers), mechanisms that planners and policymakers may employ to intervene in or prepare for CAV futures (levers), and community-level outcomes of different plausible CAV futures (impacts). Primary research was undertaken first by interviewing practitioners in six mid-sized regions of Illinois to collect inputs about their needs and obstacles to planning for CAVs, as well as to understand their sense of their community’s preparedness for CAVs. The research team then conducted a detailed survey of over 700 residents from the Greater Peoria region to understand their would-be travel behavior and residential location decisions in a CAV future and general attitude toward self-driving cars. These inputs helped identify the key drivers, levers, and impacts to be employed in creating scenarios, a list of selected policies and design, and a framework to select appropriate responses based on the needs and desires of a community. The detailed scenarios are as follows: (1) continuation of the status quo, (2) private multimodal future, and (3) shared multimodal future. The policies and design guidelines are identified for each scenario and are categorized into six sets of action items: general, data and digitization, mobility and traffic, street design, infrastructure, and planning. Specific details of each action item are organized in a format that allows the user to consider each item carefully and to assess its feasibility in a specific region or city. The appendices include background documents related to primary research and, importantly, a handbook for practitioners.
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