STRESS
AND ANXIETY AMONG MEDICAL STUDENTS BEFORE EXAM
Mohammed Jegir,
Ulanova T.V,
Ruseikin
N.S
Physiology Department , Institute of
medicine,
National Research Ogarev Mordovia
State University, Saransk, Mordovia
Abstract.
Examination stress among college
students has been a topic of interest for many years. College students
experience high stress due to various reasons such as lack of preparation,
style of their study and lack of needed information. When stress is perceived
negatively or becomes excessive, it leads to anxiety before and during
examinations and ultimately affects their academic achievement. The present
study was conducted to know the examinations stress felt by college students
under Arts, Science and Commerce stream of education. Further comparison was
done to find out the level of stress felt by college students enrolled in under
graduate and post graduate programmes. The sample consisted of 90 college
students drawn using stratified random sampling method from two girl‟s
colleges. A questionnaire was developed by the researcher to access examination
stress and anxiety among college students. The result shows correlation between
examination stress and anxiety of college students. On comparing the stress and
anxiety among students of different stream, the students of Arts was found
having highest stress and anxiety during examination followed by commerce
students. There was no significant difference found in the stress and anxiety
level of undergraduate and postgraduate students.
Key
Words: Examination Stress, Anxiety, College
students, Arts, Science, Commerce
INTRODUCTION
Academic stress
can be conceptualized as a student‟s interactions between environmental
stressors, the student‟s cognitive appraisal of and coping with the
academic-related stressors, and psychological or physiological response to the
stressors (Lee & Larson, 2000; Lou & Chi, 2000). Academic stress is a
pervasive problem across countries, demands to perform well in examination the
students are not able to enjoy their academic life and it becomes joyless and
burden for them. Stress may be considered as any physical, chemical or
emotional factor that causes bodily or mental unrest and that may be a factor
in disease causation. Physical and chemical factors that can cause stress
include trauma, infections, toxins, illnesses and injuries of any sort.
Emotional causes of stress and tension are numerous and varied. A mild degree
of stress and strain can sometimes be beneficial. For example, feeling mildly
stressed when carrying out a project or assignment often compels us to do a
good job, focus better and work. But if the students feel intense stress before
and during examination, it has consequences for mental health and somatic
symptoms (Lee & Larson, 2000; Verma & Gupta, 1990). As per the report
of Banerjee's (2001), every year about 25,000 students in the age group of 18
to 20 years commit suicide during the examination month (i.e. March to June).
Due to high examination stress, students spent less time in socializing and get
engaged in passive and active leisure which may further magnify the effects of
examination stress (Lee and Larson, 2000).
Stress is
something that causes strong feeling of worry or anxiety. It is a normal part
of life and it is not energetically.
Higher Education
system and Examination System in India
Education is
critical for economic and social development. It is crucial for building human
capabilities and for opening opportunities. Without education, development can
neither be broad based nor sustained. Recognizing the vital contribution of
education to development, the government of India accorded due priority to
education after independence and set the targets of providing access and equity
at all level of education. But due to constitutional obligation of
universalization of elementary education and emphasis led by international community
on „Education For All‟ (EFA), elementary stage of education got highest
priority in government‟s policies and programs. The second priority has
been given to develop higher education system. Elementary education creates the
foundation for further learning whereas the importance of secondary education
lies in the fact that it forms a link between elementary education and higher
education. But higher education system adds real value to human.
Reforming
examination system to reduce examination stress at higher education level
It was felt very
strongly by academician that there is a need of change in the examination
system of higher education. They advocated introduction of the globally
accepted credit based choice (CBC) system. Under this system, students can
choose subjects on their own and can also ask the examiner to conduct the
examination when the students are ready for them. "Subjects and date of
examination are not imposed on students in the credit based choice (CBC)
system. While the credit based choice (CBC) system has been operative in
several countries since quite some time now, in India very few universities
have introduced this system so far. Only 30 out of 569 universities in the
country have implemented the system. Presently, most of the universities and
colleges in India are practicing the annual and semester systems of
examinations. "If we adopt the CBC system by revamping the traditional
method of examination systems, we expect the gross enrollment in higher
education to be increased and knowledge of students to improve.
Although, there
are many researches on relationship between examination stress and anxiety
among adolescents. But they are mostly related to high school. students. A
dearth of studies on relationship between examination stress and anxiety among
university student was found and that is the rationale behind taking this study
to focus on college students. The primary goal of this paper is to examine how
academic stress affects college students. It should be of interest for education
policy makers in India to enhance their understanding of Indian students‟
examination stress and anxiety and to develop ideas about how to best utilize
and manage the education system to promote the optimum academic performance and
emotional development of students in India. Another goal of this paper is to
establish a conceptual framework that includes the links between examination
stress and anxiety in Indian Universities. This should be useful in guiding
future researchers to conduct studies in the area of academic-related stress
and anxiety in India. Therefore the study was taken up to find out the
examination stress and anxiety of college students with the help of following
objectives:
1)
To find out the examination stress and anxiety among college student during
exam.
2)
To compare the level of examination stress and anxiety among college students
of graduation and post graduation level.
3) To compare
the level of examination stress and anxiety during exam among
Result
& Discussion Table No: 1.1 Correlation between examination stress and
anxiety among college students
Examination
Stress |
31.41 |
5.04 |
0.79 |
||
Anxiety |
27.46 |
5.69 |
|||
The table 1.1
shows that the correlation between examination stress and anxiety is highly
significant So the H0 1 is rejected which, states that there is no relationship
between examination stress and anxiety among college students. Students of
college feel stress before examination and it leads to anxiety. High
aspirations, poor study habits, more study problems, change in medium of
instructions and low socio economic conditions, test anxiety, fear of failure,
competition for grades, excessive academic load and concentration and memory
are the factors responsible for examination stress and anxiety (G Manjula and
Vijaylaxmi A.H.M. 2012; Edmund 1984; Joost, 2007). It has been established
through researches that moderate amount of stress helps to motivate students
and at times increase their performance (Moore, Burrows & Dalziel, 1992).
But excess of it leads to negative consequences among college students.
Kohlon's (1983) study revealed that lack of parental help, congenial
examination system, living up to parental expectation, attitude of the teachers
and fear of examination were the stress causing factors.
Table
No: 1.2 Mean and SD of examination stress and anxiety among college students of
Arts, Science and Commerce background
Examination
Stress |
Anxiety
|
||||||||||
N |
Mean |
SD |
N |
Mean |
SD |
||||||
Science
|
30 |
31.05 |
5.72 |
30 |
26.6 |
5.04 |
|||||
The above table
1.2 depicts that the students of Arts students feel high level of examination
stress (Mean= 33.45) as compared to the students of Science (mean= 31.05) and
Commerce (Mean= 29.75) stream. The mean value shown for the anxiety in the
above table no. 1.2 shows the similar trend. Students from Arts stream feels
more anxious (Mean= 29.7) than students of Science (Mean=26.6) and Commerce
(Mean= 26.1). This might be because of the nature of the subjects.
Table
No: 4.3 Mean, SD and t value of examination stress and anxiety among under
graduated and post graduate students of Science, Arts and Commerce stream.
Examination
stress |
UG |
30.5 |
6.75 |
0.25 |
||
PG |
31.6 |
4.81 |
||||
Anxiety |
UG |
25.3 |
5.49 |
1.02 |
||
PG |
27.9 |
4.43 |
||||
It
can be seen in the above table that perceived examination stress for students
of Science and Arts stream does not differ much at undergraduate and
postgraduate level. The t value for level of anxiety of students at UG and PG
level was not found significant. That means level of education does not make
much difference in examination stress and anxiety felt by the students.
However, in commerce stream, undergraduate students perceive higher level of
stress and anxiety as compared to postgraduate students.
Conclusion:
Stress is marked by overly high
performance standards, with high levels of worry, self-criticism of attention
while preparing for or taking exams (Altmaier, 1983, p. 52). Too much stress
can interfere with how a student prepares, concentrates, and performs. It was
found in the study that examination stress is highly correlated with level of
anxiety in college students. Among the students of Arts, Science and Commerce
stream, the students of arts feels highest level of examination stress and
anxiety followed by the students of Commerce stream. The least amount of
examination stress and anxiety was found among students of science stream. When
the level of stress and anxiety before and during the examination was compared
between undergraduate and post graduate students, it was found that graduate
and post graduate students feel more or less equal level of stress and anxiety
during examinations. Some college students do not know how to properly prepare
for a test and will perform poorly and are anxious as a result. More emphasis
is needed on understanding the impact of examinations on students, on
identifying vulnerable individuals, and on the appropriateness of the current
examination process (Fisher, 1994).
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