Self-Esteem and Academic Stress among Nursing Students (original) (raw)
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SELF-ESTEEM AND ACADEMIC STRESS AMONG SHKODRA UNIVERSITY STUDENTS
In this study an attempt has been made to identify the level of academic stress and self-esteem among students and to examine the relationship between self-esteem and academic stress. The Student-Life Stress Inventory was used to measure stressors and reactions to stressors among university students. It indicates different types of stressors and reaction to the stressors as perceived by university students. Participants read a statement and answer how often they experience a particular event or feeling. The Rosenberg Self-Esteem Scale was used to assess personal self-esteem levels. Participants read each item and then circle whether they agree or disagree with the statement. Data were collected from 513 students studying at a public University of Shkodra in Albania, during the second semester of the academic year 2014–15. The target population of the study was all students who had registered for that particular semester. Stratified random sampling according to students' university academic year and branch`s study was used to select classes in which to invite students to participate in the study (10 students from each of branch and year study). Data were analyzed using Statistical Package for Social Sciences (SPSS version 20). Descriptive statistics were used to generate means, standard deviations (SD) and frequencies for a list of demographic variables. There was a negative significant relationship between self-esteem and academic stress.
Stress and self-esteem among nursing students at private medical college, Chitwan
Journal of Chitwan Medical College
Background: Stress and self-esteem are common issues that everyone has to cope with at some time in their lives and they could also affect other things going on in a person’s’ life. The objective of the study is to identify the stress and self-esteem among nursing students. Methods: A descriptive cross-sectional study was carried out among B.Sc. Nursing students, Chitwan Medical College. The data was collected by using structured questionnaire within 2 weeks. Obtained data were analyzed using IBM SPSS version 16.0. Descriptive statistics (mean, frequency, percentage and standard deviation) and inferential statistics (chi-square and correlation) were used for data analysis. Results: Out of 116 respondents, 23.3%, 25.9%, 25.9% and 25.0% were from first, second, third and fourth year respectively. More than half i.e. 50.9% of the respondents had high stress. Respondents had faced higher (68.1%) in teacher related stress followed by peer stress 67.2% and self-inflict 66.0%. About 61.2%...
Academic Stress on College Students: The Role of Self-Esteem and Psychological Well-Being
Academic stress is psychological condition often experienced by college students as, to some extent, being multidimensional variables. Among others are self-esteem and psychological well-being which are considered to have influences in explaining why college students experience academic stress. This study aims at identifying the influences of self-esteem and psychological well-being towards academic stress on college students. Participants of this study are 153 students of Gunadarma University in Jakarta. Results of the study seem to indicate that self-esteem and psychological well-being have influences towards academic stress on the students. Results are indicated by reconstructed model of study which corresponded to data. Also, results explain that self-esteem has direct and indirect influences towards academic stress through psychological well-being. The results also indicate that male students tend to have higher self-esteem, higher psychological well-being and even higher academic stress than female students. In addition, academic stress also correlates negatively with students’ academic achievements. Keywords: Academic stress, Self-esteem, Psychological well-being, College students
The paper explores the solution of stress experienced b learners at school. It explains the concept of stress in terms of two dimensions called as ability and amount dimensions. It points out that some stress is always needed to elevate the performance level of a person. This stress is termed as eustress (positive stress) and the reverse of it is distress. The paper suggests that problem of stress at school can be solved by building self-esteem among learners. Teacher taught and environment is the three foci for building of self-esteem of learners. These factors with its extremes have been combined to find features which are desired to make high self-esteem a reality for learners. Some suggestions have been given for teacher and building school environment for building self-esteem of learners, consequently eliminating the stressor or defeat the same.
Importance of Self Esteem among Students in Academic Performance and Coping with Stress
2012
Self esteem is that feeling at the center of your being of self-worth, self-confidence, and self-respect. Self-esteem is the disposition to experience oneself as being competent to cope with the basic challenges of life and of being worthy of happiness. It is confidence in the efficacy of one's mind, and ability to think. By extension, it is confidence in one's ability to learn, make appropriate choices and decisions, and respond effectively to change. It is also the experience that success, achievement, fulfillment, happiness which are right and natural for people .It is respect for or a favorable opinion of oneself and also an unduly high opinion of oneself. In psychology, self-esteem reflects a person's overall self-appraisal of their own worth. Self-esteem is a disposition that a person has which represents their judgments of their own worthiness. According to Branden (1969), self-esteem is the sum of self confidence (a feeling of personal capacity) and self respect ...
IMPACT OF STRESS, SELF-ESTEEM AND GENDER FACTOR ON STUDENTS' ACADEMIC ACHIEVEMENT
The current study is conducted to evaluate the impact of stress and self-esteem and gender's effect on students' academic performance in selected private universities of Pakistan. Three hundred students from different private universities of Pakistan were surveyed using cluster random sampling technique by means of Rosenberg self-esteem scale and perceived stress scale questionnaires. Factor, regression analysis, correlation, and t-test were employed. The findings revealed that self-esteem and stress are strongly correlated with each other but gender has no significant impact on students' GPA, level of stress and self-esteem of the surveyed students. Moreover, when impact of self-esteem and impact of stress on GPA were analyzed discretely, it was found that both of these cognitive factors did not significantly correlate with the academic performance of students. Hence, this study revealed that the level of stress and self-esteem are not as influential on academic performance of students in private universities as it is affirmed in the literature available on the subject matter.
Self-Esteem and Stressful Life Events of University
This study examined the frequency of university students with selfesteem level at first. Moreover, the difference between male and female and the difference between achiever and non-achiever students were examined with respect to self-esteem. Also the relationship between self-esteem score of university students and stressful life events was examined. Three hundred thirty one university students from different grades and departments of Middle East Technical University have been participated in this study. Rosenberg Self-Esteem Scale (SES), Life Events Inventory for University Students (LEIU) and four-question demographic information form were used for this study. Factor analysis for LEIU was made for this study.
Comparative Study Assess Academic Stress Self Esteem School Children Urban Rural
Society for Scientific Research, 2023
Background: Stress has presented difficult issues for youngsters. It has an immediate bearing on their academic life. Children need good mental and physical well-being to act in their academic achievement more readily. Academic stress is a significant wellspring of stress among children and may affect children's self-esteem. Methods: A descriptive comparative research design was used for the study and was conducted on 100 students using a non-probability sampling technique from selected rural and urban school children. Data was collected by using Rosenberg's Self-esteem and Inventory version 4 academic stress scales. Results: The study shows 84% of urban children average self-esteem. 98% of rural children had average self-esteem. Also, a total 16% of urban children had high academic stress. But no rural children had high academic stress. The obtained r-value was (-0.1125) and (-0.0177); hence, we found a negative correlation between academic stress and self-esteem among urban and rural children. There was a significant difference in academic stress and self-esteem among urban and rural children. Conclusion: T he study concluded that there is a negative correlation between academic stress and self esteem among urban and rural children. Comparison of academic stress and self esteem among rural and urban children having a si g nificant difference Key-words: Academic stress, comparative, Rural children Selected schools, Self-esteem, Urban children
Academic stress is the product of a combination of academic-related demands that exceed the adaptive resources available to an individual. In India, about 4 million older people are reported to have psychological problems related to lack of family support, social support, physical disabilities, lack of income, dissatisfaction with their life achievements, changes in normal lifestyle and other social problems (Mc Evoy, 2007). Zeidner (1992) study reported that students appeared to be under high by pressure originating from course overload and academic evaluation procedures and least stressed by personal familiar and social factors. Clift and Thomas (1983) reported that course work assignment was a major source often keeping the students under continual examination puts to stress. 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. Berg and Keinan's (1986) also found that imposing excessively high self expectation was the most trouble stressor leading to academic stress. Shirom's (1986) study revealed that examination related stresses were found to be causing high stress followed by class room assignment overload. The investigator found that least number of research databases is available to assess stress level among nursing students due to their transitional age and academic pressure. Thus, the current study is taken up to assess the "stress level" and "coping strategies" used by nursing students. Counseling is the activity of the counselor, a professional who counsels people (gives them assistance, advice and guidance), especially on personal problems and difficulties.
A quantitative research approach with one group pre-test post-test design used for the study. 70 nursing students were considered as a sample after fulfillment of inclusive criteria. Purposive sampling technique was used. the data was analyzed by using both descriptive and inferential statistics on the basis of the objectives and hypothesis of the study.In pre-test (97.14%) of the students had low level of self-esteem.in pre-test 2.86% of the student had normal level of self-esteem.in post-test (100%) of the students had normal level of self-esteem the overall level The mean value of pre-test is 12.44.the mean value of post-test are 19.74.the SD of pre-test are 1.31.the SD of post-test are 2.42. Conclusion of the study finding, it can be concluded that intervention has found to be effective to improve the self-esteem among final year nursing students in significance gain in the level of self-esteem among students.