UNIVERSITI TEKNOLOGI MARA

FACULTY OF BUSINESS AND MANAGEMENT

MGT648 RESEARCH METHODOLOGY

GROUP PROJECT : STRESS AMONG UiTM MALACCA CITY

CAMPUS STUDENTS
MENTAL WELL-BEING (IV)

Group Members Name Students ID No.

NURUL ATIQAH BINTI HALIM 2018225484

NUR FATEHA BINTI HARIS 2018298634

NUR SHAHIRAH FATHINI BINTI

2018676584
NORHISHAM

CLASS: M1 BA246 5A

SUBMITTED TO: DR. RACHEL A/P SAMUEL

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 ACKNOWLEDGEMENT

First and foremost, we would like to express our sincere gratitude to our Research
Methodology lecturer, Dr. Rachel Samuel for the continuous guidance and support for us to
settled this assignment. She was very effective in teaching us about this subject, and she was
also generous since she always gave the best so that we can now acknowledge this report.
She  even provides excellent guidelines to make sure that we all produce an excellent report.

Besides that, we wanted to express our appreciation to our friends for support and
willingness to spend some time for us when we asked about this assignment work. Our
classmates were very committed in completing this assignment and we are all able finish the
report. Thank you also to other students in UiTM Malacca City Campus who give their
commitment in becoming the respondents and answer the questionnaire in Google form.
Their commitments are really important for us in settling the report. Thank you.

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 TABLE OF CONTENT

No Content Page

1 Acknowledgement i

2 Table of content ii-iii

3 List of figures and table iv

4 Chapter 1: Introduction 1-2

1.1 Background of the research
1.2 Problem statement
1.3 Research question
1.4 Research objective
1.5 Scope of study
1.6 Significance of study

5 Chapter 2: Literature Review 3-6

2.1 Introduction
2.2 LR on DV
2.3 LR on IV
2.4 Relationship between IV and DV
2.5 Research framework
2.6 Hypothesis

6 Chapter 3: Research Methodology 7-10

3.1 Introduction
3.2 Research design
3.3 Population and sampling
3.4 Data collection
3.5 Questionnaire design
3.6 Data analysis

7 Chapter 4: Findings and Discussion 11-15

4.1 Introduction
4.2 Demographic characteristics
4.3 Reliability analysis
4.4 Descriptive statistics
4.5 Pearson correlation

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 4.6 Regression analysis
4.7 Conclusion

8 Chapter 5: Conclusion 16-19

5.1 Introduction
5.2 Discussion
5.3 Conclusion
5.4 Implication
5.5 Limitations

9 References 20-21

10 Appendix 22-33

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 LIST OF FIGURES AND TABLE

No. Items Page

1 Figure 1: Research Framework 6

2 Table 1: Mean Score Level 9

3 Table 2: Cronbach’s Alpha 9

4 Table 3: Pearson’s Correlation 10

5 Table 4: Background of Respondents 11

6 Table 5: Reliability Analysis 12

7 Table 6: Descriptive Statistics 12

8 Table 7: Correlation between IV and DV 13

9 Table 8: Model Summary 13

10 Table 9: Anova 14

11 Table 9: Coefficients 14

12 Table 11: Hypothesis Results Table 15

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CHAPTER 1: INTRODUCTION

1.1 Background of the research

Stress is not something strange among people. Everyone experiences stress in life.
As we know, stress is very unpleasant yet it is not an illness. However, when we talk
about stress and mental well-being there is actually connections between them
including depression, anxiety. Psychosis and Post-Traumatic Stress Disorder (PTSD).
This research been done to help us understand more about stress. This is because,
is we understand the stress well, we will able to tackle it. Stress is not an illness but
there are treatments can be done to help people cope with their stress and maintain
their mental well-being.

The dependent variable in this research is stress among UiTM Malacca City
Campus students. By identifying the student mental well-being, we can help others
who faced stress in the right way. Other than that, a study shows that helping others
will help our mental health and well-being to be in a good condition too. For example,
it can reduce stress as well as improve mood, self-esteem and happiness.

1.2 Problem statement

In the lives of student, university life is the most pressing stage that can often
impose major challenge to research, play, socialise and life at the same time. Failure
to overcome these barriers effectively can lead to poor mental well-being and negative
outcomes for students. Students, among others, may be harassed and too worried
about their future. Some extreme cases may result from extreme anxiety, depression,
and even suicide.
In order to address these possible effects, pro-active student mental health
assessments need to be conducted on a regular basis. This is essential for deciding that
the product of the educational system will not only succeed academically, but also
have a stable mental state to face their post-education lives while living in college. By
having a bad mental well-being, it can give a bad impact to student in their future.

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1.3 Research Objectives

To determine how mental well-being status affects stress among UiTM Malacca
City Campus students.

1.4 Research Questions

Main: Why UiTM Malacca City Campus students become stress?

Specific: What is the relationship between mental well-being and stress among
UiTM Malacca City Campus students?

1.5 Scope of Study

This study purpose is to identify the mental well-being status of UiTM Malacca
City Campus students that stress. It was conducted at UiTM Malacca City Campus
and the topic that will be covered in this research is mental well-being status that
causes stress among UiTM Malacca City Campus students.

1.6 Significance of study

This study is significant for the student of UiTM Malacca City Campus
because they need positive mental health to get them focus on developing
environments where they can thrive their optimal potential in study and life.
According to the World Health Organization, mental health is “a state of well-being in
which every individual realises his or her own potential, can cope with the normal
stresses of life, can work productively and fruitfully, and is able to make a
contribution to her or his community.”

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CHAPTER 2: LITERATURE REVIEW

2.1 INTRODUCTION

In this chapter, it will be looking at literature review on stress among UiTM

Malacca City Campus students and their mental well-being. The mental well-being is
important and may affected the student’s life.

2.2 LR on DV
Stress is a feeling of emotional or physical tension. It can come from any
event or thought that makes you feel frustrated, angry, or nervous. Stress is your
body's reaction to a challenge or demand. In short bursts, stress can be positive, such
as when it helps you avoid danger or meet a deadline. Based on the literature review,
there are actually many types of stress that appear in our life. Daily stress is an
important risk factor for the mental health. Stress actually have many levels and each
level can bring different effects in people life. Good mental wellbeing is often
inversely linked to everyday stress. More specifically, incorporating perceived self-
efficacy to the model decreased these effects for the mediation hypothesis. With poor
mental health as the outcome variable, in the model that included perceived self-
efficacy, there were decreases in the overall effects of daily stressors. For depression,
stress, and anxiety is a similar findings occurred. Stress is the response or reaction of
the mind and body to a real or imagined danger, event or change. Stressors are
commonly referred to as challenges, incidents or shifts. Stress is described as any
change we have to adjust to that we cannot avoid in our lives. Next, we also look at
the impact of stress to the students. Stress can make changes in life because if the
students keep the stress longer, they will be unmotivated and lack spirit to move on
with their lifestyle. Stress can be detected when our life management changed or
become complicated. Stressors commonly facing difficulties when they cannot control
the amount of stress that they have to work with.

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2.3 LR on IV
The IV for this review is mental well-being of UiTM Malacca City Campus
students. Mental well-being as a state of well-being in which the individual realizes
his or her own abilities, can cope with the normal stresses of life, can work
productively and fruitfully, and is able to make a contribution to his or her
community. In fact, Malaysian students suffer from poor mental health. There are
many causes, one of them is financial problem and pressure from the increased
workload. For students who perceive mental health negatively, directly approaching
mental health would not be effective, as they feel shame about engaging in such
interventions. However, there are actually many alternatives and support provided to
ensure that the students can seek for help when they need it. In this literature review
also tell the goal of focusing on university students’ mental well-being during the
COVID-19 pandemic. For that, some experts have been gathered. Some researchers
have presented it as the pursuit of happiness, satisfaction with life, experience of
positive effect, and lack of negative impact by a person in studying mental well-being.
Others have theoretical well-being that is more connected to one's sense of intent in
life, personality, future satisfaction, and feelings of mastery. The quest for
information was positively correlated with mental well-being, resulting in a higher
degree of psychological and social well-being in students finding information about
the pandemic more often. In a health emergency, the promotion of data seeking to be
active in health prevention seems to be a key aim for educational and communication
initiatives. Future research can, however, use several items to better capture this
research construct's conceptual domain.

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2.4 RELATIONSHIP BETWEEN DEPENDENT VARIABLE AND INDEPENDENT
VARIABLE
Yasuhiro Kotera & Su-Hie Ting (2019), based on journal, the result shown
student mental health was related to dedication, support self-compassion, and well-
being. The biggest independent predictor was self-compassion. All the positive
psychological constructs were linked to mental wellbeing, except for intrinsic
motivation.
Ramandeep Kaur & Liyaqat Bashir (2015), there are different factors for
student stress on mental health; mental or physical factor, school factor, family factor,
social factor, and friendship factor are the few reasons. Generally, four symptoms of
stress are present including cognitive signs of stress, physical signs of stress, and
emotional signs of stress. Based on this study, we can see that a mental well-being can
be affected stress among student.
Pia Schonfel, Julia, Brailovskaia, Angela Bieda, Xiao Chi Zhang and Jurgen
Margraf (2015), the overall perceived self-effectiveness was a mediator between the
effect of daily stress on positive and negative mental well-being, including symptoms
of depression, anxiety and stress. By having a bad mental well-being, it also can make
the student to be stress.
Natalie Durand, Kylie McNeill, Matthew Harding and Johanna Dobransky
(2015) found that while the students in both studies showed weak functioning of
mental wellbeing and moderate to high levels of stress, they retained a relatively high
degree of well-being and moderate capacity to self-regulate at the same time. The
self-regulation ability of students significantly predicted their levels of stress,
psychological well-being, and functioning of mental health.
In a nutshell, based on previous researcher, we can see that there is a positive
relationship between mental wellbeing and stress among UiTM Malacca City Campus
student. If mental wellbeing is increase, stress among UiTM Malacca City Campus
student increase meanwhile if mental wellbeing is decrease, so stress among UiTM
Malacca City Campus student also decrease.

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2.5 RESEARCH FRAMEWORK

Stress amongthe
Mental well being
students of UiTM
(Independent
Malacca City Campus
Variable)
(Dependent Variable)
Figure 1: Research Framework
2.6 HYPOTHESIS

 There is a significant relationship between mental well-being and stress among the
students of UiTM Malacca City Campus.

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CHAPTER 3: RESEARCH METHODOLOGY

3.1 Introduction

This chapter discusses about research methodology that are used for this
research. The research methodology includes the research design with 6 elements,
population and sampling, data collection, questionnaire design and data analysis.

3.2 Research design

Elements of research design which are purpose of study, type of investigation,

extent of researcher interference, study setting, time horizon and unit of analysis. The
purpose of the study is to determine the relationship between mental well-being status
and stress among UiTM Malacca City Campus students’. As for type of investigation,
we used causal relationship to indicate how mental well-being status affects stress
among UiTM Malacca City Campus students’. The extent of research interference for
this research is minimal interference by the researchers with the normal work flow in
a research. Next, the study setting for this research is non-contrived settings whereby
we use field study in order to examine the relationship between mental well-being
status and stress among UiTM Malacca City Campus students’. The unit analysis for
this research is group as our research is focusing on group of degree students in UiTM
Malacca City Campus. While the time horizon for this research is cross sectional as
the data is collected just once through online survey in order to meet the research
objective which is to determine the relationship between mental well-being status and
stress among UiTM Malacca City Campus students’.

3.3 Population and Sampling

The population of this research are all the UiTM Malacca City Campus
students. From this population, each group came out with 10 respondents. There are 9
groups in the class, which means we actually sampling 90 respondents from our
population.

3.4 Data Collection.

This data of this study is used online survey which is Google Form. The
questionnaires are compile and the link of the google form is spread to respondents
which is UiTM Malacca City Campus students to answer the questionnaire.

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8
3.5 Questionnaire Design
Based on independent variable which is mental well-being, below is the list of
our questionnaire:

1. I am often carefree and in good spirits

2. I am in good physical and emotional condition.
3. I feel that I am actually well equipped to deal with life and its difficulties.
4. I am in good physical and emotional condition.
5. All in all, I am satisfied with my life.

Sources: Lukat, J., Margraf, J., Lutz, R., Veld, W. M., & Becker, E. S.
(2016). Psychometric properties of the Positive Mental Health Scale (PMH-
scale). BMC Psychology, 4(1)

3.6 Data Analysis

Analysis is the application of reasoning to understand about a subject. The procedure

of data analysis may involve determining consistent patterns and summarizing the
appropriate details revealed by the study. The process of data analysis begins after all
data is obtained from the respondents. After the questionnaire collection was
completed, the data will be coded before it is analysed. The Statistical Package for
Social Science (SPSS) for Windows was used to analyse the data and obtain answers
for the research questions. For this research, using SPSS for Windows, researcher
conducted the Reliability analysis, Descriptive Analysis, Frequency Distribution
Analysis, Correlation Analysis and Multiple Regression.

3.6.1 Frequency Distribution

The frequency distribution is used by researcher to understand the respondent profiles

which describes the frequency characteristics of the respondents. The attributes of
each category were analysed by using descriptive statistics which shows frequencies
and percentage.

3.6.2 Descriptive Analysis

Descriptive analysis is a summarization of the data set that indicates the basic features
of data in the research. The summary of the data or measures obtained can be
visualized through figures and graphical analysis. These descriptive statistics also can

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be obtained by measure of central tendency such as the mean scores and as well as the
standard deviation. SPSS is used to analyse the data obtained from the respondents.

Table 1 shows the range of mean score level.

Level Mean Score

Low 1.00 – 2.33

Moderate 2.34 – 3.67

High 3.68 – 5.00

Table 1: Mean Score Level

Source: Sekaran & Bougie (2013)

3.6.3 Reliability Analysis

Reliability test is done with the purpose of checking whether the data obtained from
the survey is reliable or not for the study. The reliability of measures indicates the
extent to which it is without error and hence ensures consistent measurement across
time and across the various items in the instrument.

Cronbach’s alpha tests to see if multiple-questions based on the Likert scale are
reliable. There were certain variables that are very difficult to measure. Thus, the
Cronbach’s alpha test will tell the researcher if the test that they have designed is
accurately measuring the variable of interest.

Cronbach’s Alpha Internal Consistency

α ≥ 0.9 Excellent

0.9 > α ≥ 0.8 Good

0.8 > α ≥ 0.7 Acceptable

0.7 > α ≥ 0.6 Questionable

0.6 > α ≥ 0.5 Poor

0.5 > α Unacceptable

Table 2: Cronbach’s Alpha

Source: [ CITATION Tav11 \l 1033 ]

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3.6.4 Pearson Correlation Coefficient

Pearson correlation coefficient is used to measure the direction, strength and

significance of association among all the variables in the study.

Table 3 shows the interpretation of the Pearson’s correlation coefficient that shows
the strength of association that exists between each independent variable and
dependent variable.

R Strength of Relationship

< 0.20 Almost negligible

0.20 – 0.39 Low correlations; definite but small relationship

0.40 – 0.69 Moderate correlation with; substantial relationship

0.70 – 0.89 High correlation; marked relationship

>0.90 Very high correlation; very dependable relationship

Table 3: Pearson’s Correlation

Source: Guilford’s Law (1973)

3.6.5 Multiple Regression Analysis

Multiple regression indicates the relationship whether the independent

variables are able to affect/influence the dependent variable. Besides that,
it will show which independent variable are had the strongest influence
on the independent variable.

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CHAPTER 4: RESULTS AND FINDINGS

4.1 INTRODUCTION

This chapter discusses the results and findings from the data that was collected using
online survey forms. A total of 90 responses were collected from UiTM Malacca City
Campus students. This chapter discusses the demographic characteristics of the respondents,
the reliability of the items in the questionnaire, the descriptive analysis, correlation and
regression analysis.

4.2 DEMOGRAPHIC CHARATERISTICS

Table 4 discusses the demographic characteristics of the respondents.

Demographic Characteristics Frequency Percentage (%)

Gender

Male 17 18.9

Female 73 81.1

Course

International Business 18 20.0

Marketing 6 6.7

Office Management 12 13.3

Finance 20 22.2

Human Resources Management 26 28.9

Tourism 8 8.9

Semester

Semester 1 3 3.3

Semester 2 0 0

Semester 3 4 4.4

Semester 4 16 17.8

Semester 5 67 74.4

Table 4: Background of Respondents

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 Based on Table 4.2, there are 18.9% males and 81.1% females. In terms of the
courses, a higher number of the students were Human Resource Management students
(28.9%). This is followed by 22.2% who are Finance students. The lowest numbers were
those who were Marketing students (6.7%). Next, in terms of semester, a higher number of
the students were semester 5 students (74.4%). Then followed by 17.8% who are semester 4
students. While the lowest numbers were those who were semester 2 students which is 0%.

4.3 RELIABILITY ANALYSIS

Table 5 discusses the Cronbach Alpha of the variables used in this research. The dependent
variable is stress among UiTM Malacca City Campus students and the independent variable
is mental well-being.

Number of Cronbach’s
Variables Interpretation
items alpha

Stress among UiTM Malacca

5 0.733 Acceptable
City Campus students

Mental Well-Being 5 0.886 Good

Table 5: Reliability Analysis

Based on Table 5, the Cronbach’s Alpha for the dependent variable is 0.733 and the
Cronbach Alpha of the independent variable is 0.886.

4.4 DESCRIPTIVE STATISTICS

The descriptive statistics (mean, standard deviation, minimum and maximum) of the
variables are discussed in Table 6.

Standard
N Minimum Maximum Mean
Deviation

Stress 90 1.20 5.00 3.8178 0.61050

Mental
90 1.00 5.00 3.3489 0.82083
Well-Being

Table 6: Descriptive Statistics

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 From Table 6, the mean for the DV is 3.8178 which means that most respondents
agreed with the statements in the questionnaire regarding this variable. For the IV, the mean
was 3.3489 showing that the respondents were neutral with the statements in the
questionnaire regarding this variable. The standard deviation was 0.61050 for the DV and
0.82083 for the IV. The minimum amount for stress is 1.20 while the maximum amount is
5.00. Minimum amount for mental well-being is 1.00 while 5.00 is the maximum amount.

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4.5 PEARSON CORRELATION
Pearson Correlation shows the association between the IV and the DV.

Mental
Stress
Well-Being

Stress Pearson Correlation 1 0.300***

Sig (two-tailed) 0.004
N 90 90

Mental Well-Being Pearson Correlation 0.300*** 1

Sig (two-tailed) 0.004
N 90 90

Table 7: Correlation between independent and dependent variables

There is a correlation, significant and association between stress among UiTM

Malacca City Campus students and mental well-being. (r=0.300, p<0.05)

4.6 REGRESSION ANALYSIS

The regression analysis was carried out to obtain the R-square, ANOVA and the coefficient
values of the relationship between the variables.

Table 4.6 Regression Analysis

Model Summary

Std. Error of the

Model R R Square Adjusted R Square
Estimate

1 .300a .090 .080 .58559

Table 8: Model Summary

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 ANOVAa

Sum of
Model df Mean Square F Sig.
Squares

Regression .036 1 .036 .038 .846b

1 Residual 94.404 98 .963

Total 94.440 99

Table 9: Anova

Coefficientsa

Unstandardized Standardized
Model Coefficients Coefficients t Sig.
B Std. Error Beta

(Constant) 3.069 .261 11.775 .000

1 MENTAL_WELL_
.223 .076 .300 2.955 .004
BEING

Table 10: Coefficients

Based on the Table 8, the R-square is 0.90 which shows that 9.0% of the variance in
the DV (stress) is explained by the IV (mental well-being). The remaining 91% is explained
by other factors.
Table 9 shows that the F statistics is not significant (f= 0.038, p<0.05). This shows
that the model is statistically not significant.
Based on Table 10, the result for the mental well-being (IV) is 0.004 (4%), which is
below 5% significant level. Therefore, mental well-being is significant. Mental well-being is
positively related with stress among UiTM Malacca City Campus students.
As mental well-being increases by one standard deviation, stress among UiTM
Malacca City Campus students increases by 0.300 of a standard deviation.

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 H1 There is a relationship between mental well-being Accepted
(IV) and stress among UiTM Malacca City
Campus students (DV)

Table 11: Hypothesis Results Table

4.7 CONCLUSION
This chapter addressed the results obtained from the online survey that was collected
from 90 respondents who are UiTM Malacca City Campus students by using google
form platform. Data from surveys was converted to SPSS tools for analysis. This  research is
about stress among the students of UiTM Malacca City Campus. Results and findings from
the data obtained are presented in this chapter.
The next chapter will discuss the conclusion and the recommendations based on the findings.

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CHAPTER 5: DISCUSSION AND CONCLUSION

5.1 Introduction

This chapter is draws discussion and conclusion from the findings of the research. It is
the final report for this research project. From the table, it is clearly state that there is a
significant between stress and mental well-being to the students of UiTM Malacca City
Campus. The data were collected by doing online survey, then we used SPSS to convert the
data that we received. The table shown the number or significances between stress and
mental well-being. All the data gained are then used for the statistical analysis.

5.2 Discussion
There is a relationship between mental well-being and stress among UiTM Malacca
City Campus students. From our finding, mental well-being is actually had significant
influence toward stress among UiTM Malacca City Campus. This can be seen through the
result of the R-square, f-test, and the beta coefficient. This hypothesis is supported by prove
from other studies that related to our DV which is stress and our IV which is mental well-
being.
Pia Schonfel, Julia, Brailovskaia, Angela Bieda, Xiao Chi Zhang and Jurgen Margraf
(2015), the overall perceived self-effectiveness was a mediator between the effect of daily
stress on positive and negative mental well-being, including symptoms of depression, anxiety
and stress. By having a bad mental well-being, it also can make the student to be stress.
Yasuhiro Kotera & Su-Hie Ting (2019), based on journal, the result shown student
mental health was related to dedication, support self-compassion, and well-being. The biggest
independent predictor was self-compassion. All the positive psychological constructs were
linked to mental wellbeing, except for intrinsic motivation.
Ramandeep Kaur & Liyaqat Bashir (2015), there are different factors for student
stress on mental health; mental or physical factor, school factor, family factor, social factor,
and friendship factor are the few reasons. Generally, four symptoms of stress are present
including cognitive signs of stress, physical signs of stress, and emotional signs of stress.
Based on this study, we can see that a mental well-being can be affected stress among
student.

From above previous studies, we actually can conclude that the DV and IV have a
positive relationship to each other. Stress and mental well-being are significant as they are
affecting each other. Even though there might be different factors for the DV and IV to occur,
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they still have relationship between them. If the stress increasing among the students of
UiTM Malacca City Campus, then the mental well-being issues is increasing as well among
the students.

5.3 Conclusion
Main research question: Why Universiti Teknologi MARA Malacca City Campus
students become stress?
Based on the findings in Chapter 4, the data was collected based from the mental
well-being among students of UiTM Malacca City Campus become stress because of the
challenges that they need to face during the online class. During this pandemic, the students
learning through online and it is different from the physical class. The factors of stress can be
various such as themselves, family, friends or lecturers. In today’s new norms, the
competition for the students is intense. They must struggle to get better result as they worried
that they might not get any job after graduated due to current economy situation. Other than
that, some students have internal family problem that can disturb their learning process. All
these reasons can become stress to the students.
Specific research question: What is the relationship between mental well-being and
stress among Universiti Teknologi MARA Malacca City Campus students?

There is a relationship between stress among UiTM KBM students and mental well-
being because there is a positive data at the Table: Regression (Model Summary). Referring
to the table at Chapter 4, there is an influence at the percentage of contribution between DV
and IV as they are increased by 9.0%. In other words, 9.0% factors of stress are exposed from
mental well-being that include working with new norms, relationship with parents, siblings,
friends and lecturer. Meanwhile, the balance of 91% cause stress from other factors which is
not include in this research. To illustrate, for Online Distance Learning (ODL) students who
are facing a lot of difficulties such as line problem, environment that not suitable, family
matters or they do not have any suitable devices for their studies. They are most possibly to
have stress because they have to finish their studies even many challenges ahead. It is not
easy to make themselves to feel comfortable with the new norms in Online Distance
Learning. After all the analysis done, we can conclude that when the students do not care
about their mental well-being, it will cause stress as they not trying to control their emotions
and overwhelmed with the situation.

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5.4 Implications
Even before online distance learning (ODL), students already have stress problems
and ODL is not a trigger problem, but it only adds to the problems of students, which are,
students who are already stressed with their lives. But, people are ignored with this problem
because they think stress is something normal that happens in our daily life. But, people start
aware with this problem when there are too many news that involves with students commit
suicide as a result of being too stressed, and many more.
Overall, by this research, it can give benefits especially for research respondent which
is 90 students of UiTM Malacca City Campus. This is because this study will expose the
important of managing students’ mental well-being during online distance learning (ODL).
There are some recommendations to help reduce stress among students. Firstly, the
government can play a role by providing incentives to students. The incentives that
government can provide such as giving students money for them buy a data internet for their
online classes. Maybe some poor family, they have no facilities such as gadget, so
government can help them by provide a good gadget, so that they can attend online classes
and make them not miss every class and lecture. It is a good way for government to help
students to deal well with this stress problem during ODL.
Next, other than government, the lecturer itself can improve their online teaching
methods. As we know, since ODL is a new things for students, it is hard for lecturer to get
their focus or attention during class, and sometime if students give full of their attention, they
still cannot understand well what are the lecture actually. This can cause stress of students is
increase. So, by this, maybe lecturer can make an interesting game that link to their lecture to
tackle student attention, or lecturer can make an interesting video for the chapter. To some
extent, it can help student to more understand the lecture and it can help student reduce their
stress during ODL.
Last but not least, parent is most important person to play their roles well. Because of
student are study from home, parent should support them since they are person who are
closed to them. The way that parent can do for student is probably they can provide a
comfortable spaces for learning and their during online classes. In addition, parent should not
disturb student incase they are having their classes or do their task. This can help student
reduce their stress during this online distance learning.

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5.5 Limitations
Limitations of the research were all those aspects of its layout or methods which have
affected or inspired the understanding of the results of the studies. There will be limitations
regarding generalization, implementations for action and/or its use of conclusions which were
the product of the manner where you originally choose to construct the research or the
technique being used to assess externally and internally significance or even the result of
unexpected problems that occurred during the research.
5.5.1 Sample Size
The sample size refers to the amount in measurement systems used in the research,
which is defined by the form of analysis topic being studied. When the sample size is too
small, it would be impossible to distinguish meaningful associations from its data, since
statistical studies typically need a greater sample size for guarantee a fair distribution of the
respondents and also to be labeled reflective of classes of individuals to which the findings
will be extended or transmitted. One of the limitation in our research is the sample size is too
small. This research only conducted for UiTM Malacca City Campus students which is 90
respondents. Because of the population of the UiTM Malacca City Campus has around 2000
students, we cannot generalize the findings on the basis of just the 90 respondents. Therefore,
it is difficult to find the significant relationship, so the results are not accurately and
authentically precise for the students of UiTM Malacca City Campus mental well-being.
5.5.2 Access
Online surveys ensure a relatively brief timeline for the processing of feedback and
also save time and expenses. The technology allows investigators for access with a massive,
dynamic yet global audience with the capacity for enormous number of information. In
addition, virtual storage capacity could prevent towards information leakage and enable
transmission of data to the system for research. However, we faced the limitations of access
because we cannot distribute the questions for more students especially who lives in the
interior. Students who lives in the interior and hard to get an access of the internet could not
answer the survey that we distributed. Because of that, although the population of students in
UiTM Malacca City Campus is quite big, we manage to get only 90 respondents for the time
given to collect the respondents.

21
 REFERENCES

1. Bremner, D. J. (2020, August 13). Diet, Stress and Mental Health. MDPI.

https://www.mdpi.com/2072-6643/12/8/2428

2. Capone, V., Caso, D., Donizzetti, A. R., & Procentese, F. (2020). University Student

Mental Well-Being during COVID-19 Outbreak: What Are the Relationships between

Information Seeking, Perceived Risk and Personal Resources Related to the

Academic Context? Sustainability, 12(17), 7039.

3. Goldstein, E., Topitzes, J., Brown, R. L., & Barrett, B. (2018). Mediational pathways

of meditation and exercise on mental health and perceived stress: A randomized

controlled trial. Journal of Health Psychology, 25(12), 1816–1830.

4. Hj Ramli, N., Alavi, M., Mehrinezhad, S., & Ahmadi, A. (2018). Academic Stress

and Self-Regulation among University Students in Malaysia: Mediator Role of

Mindfulness. Behavioral Sciences, 8(1), 12.

5. Karatekin, C. (2017). Adverse Childhood Experiences (ACEs), Stress and Mental

Health in College Students. Stress and Health, 34(1), 36–45.

6. Kotera, Y., & Ting, S.-H. (2019). Positive Psychology of Malaysian University

Students: Impacts of Engagement, Motivation, Self-Compassion, and Well-being on

Mental Health. International Journal of Mental Health and Addiction, 1–13.

7. Panahi, S. (2016). Predictors of Psychological Well-being among Malaysian

Graduates. The European Journal of Social and Behavioural Sciences, 16(2), 2067–

2083.

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8. Paredes, M. R., Apaolaza, V., Fernandez-Robin, C., Hartmann, P., & Yañez-Martinez,

D. (2021). The impact of the COVID-19 pandemic on subjective mental well-being:

The interplay of perceived threat, future anxiety and resilience. Personality and

Individual Differences, 170, 110455.

9. Lukat, J., Margraf, J., Lutz, R., Veld, W. M., &amp; Becker, E. S. (2016).

Psychometric properties of the Positive Mental Health Scale (PMH-scale). BMC

Psychology, 4(1)

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effects of daily stress on positive and negative mental health: Mediation through self-

efficacy. International Journal of Clinical and Health Psychology, 16(1), 1–10.

11. Price, James H. and Judy Murnan. (2004). Research Limitations and the Necessity of

Reporting Them. American Journal of Health Education. 35: 66-67.

12. Lefever, Samuel & Dal, Michael and Matthíasdóttir, Ásrún. (2006). Online data

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Educational Technology. 38. 574 - 582.

13. Brutus and Stéphane et al. (2013). Self-Reported Limitations and Future Directions in

Scholarly Reports: Analysis and Recommendations. Journal of Management. 39. 48-

75.

23
 APPENDIX

UNIVERSITI TEKNOLOGI MARA KAMPUS BANDARAYA MELAKA

FACULTY OF BUSINESS & MANAGEMENT 

MGT 648
RESEARCH METHODS

QUESTIONNAIRES ON STRESS AMONG STUDENTS

IN UiTM KBM

24
 GROUP:
BA246 5A

PREPARED FOR:
DR. RACHEL SAMUEL

SUBMISSION DATE:
30th DECEMBER 2020

Dear Respondent,

We are conducting a study aimed at understanding stress among UiTM KBM students. We
invite you to participate in this research by answering the attached questionnaire. Your
responses will be kept confidential and will be processed collectively. Thank you for your
participation.

Instructions: For each of the following statements, please mark (√) a scale that accurately
reflects your thoughts and feelings.

SECTION A DEMOGRAPHIC INFORMATION

1. GENDER MALE FEMALE

2. COURSE (put down all the courses in UiTM KBM)

3. SEMESTER 1 2 3 4 5

SECTION B; STRESS

No. Statement Strongly Disagree Neutral Strongly Agree Sources

Disagree Agree
(1) (2) (3) (4) (5)

25
1. Competition with my (Source: Bedewy,
peers for grades is quite D., & Gabriel, A.
intense. (2015). Examining
perceptions of
2. The time allocated for
academic stress and
class is not realistic.
its sources among
3 The size of the workload university students:
(curriculum) is The perception of
excessive. academic stress

4. scale. Health
Even if I pass my exams,
Psychology Open,
I am worried about
2(2),
getting a job.
2055102915596714.)
5. Examination times are
very stressful for me.

6. I have difficulty making (Source: Saleem, S.,

friends. Ihsan, Z., &
Mahmood, Z.
7. I cannot fully trust
(2014). Development
anyone.
of Interpersonal
8. I feel inferior compared
difficulties scale for
to others.
university students.
Pakistan Journal of
9. I am unable to say no to Psychological
people. Research, 29(2),
10. I feel too close to people 277-297.)

very quickly.

11. I am often carefree and (Source: Lukat, J.,

in good spirits. Margraf, J., Lutz, R.,
Veld, W. M., &amp;

26
12. I am in good physical Becker, E. S. (2016).
and emotional condition. Psychometric
properties of the
Positive Mental
13. I feel that I am actually
Health Scale (PMH-
well equipped to deal
scale). BMC
with life and its
Psychology, 4(1).)
difficulties.
14. I am in good physical
and emotional condition.

15. All in all, I am satisfied

with my life.

16. Good time management (Source: Adams,

is a key indicator of R.V., Blair, E.
higher performance in (2019). Impact of
education. Time Management
17. Good time management
Behaviors on
is a key indicator for
Undergraduate
lowering stress levels.
Engineering
18. I find it difficult to find a Students’
balance between studies Performance.
and day to day living. Journal of SAGE
Open, (1-11),
19. I find it difficult to plan
2158244018824506.)
my work.

20. The ability to manage

my leisure time
significantly improve my
quality of life (sleep,
exercise, appropriate

27
 diet, decrease in illness).
21. I do not worry about my (Source:
future. Conversano, C.,

22. I am always prepared for Rotondo, A., Lensi,

any possibilities. E., Della Vista, O.,

Arpone, F., & Reda,
M. A. (2010).
23. In uncertain times, I
Optimism and its
usually expect the best.
impact on mental
and physical well-
24. It easy for me to relax. being. Clinical
practice and

25. Overall, I expect more epidemiology in

good things to happen to mental health : CP

me than bad things. & EMH, 6, 25–29.)

26. I consider the digitized (Source: Singh, A.,

lecture that I viewed as a & Aung, K.K.M.
positive learning (2017). Digital
experience. lectures for learning
27. Technically, the quality
gross anatomy: A
of the e-lectures is
study of their
satisfactory.
efficacy. Korean
28. I think that viewing a Journal of Medical
digital lecture at home as Education, 29(1), 27-
many times as I wish 32.)
gives me the opportunity
to better reflect on the
content of the lecture.
29. I think that learning from
digital lectures is as good
as learning from live
lectures.
30. I believe that combining
digital lectures and

28
 classroom meetings can
be a better learning
experience
31. I believe I have the (Source: Finney, S.
ability to cope with the J., & DiStefanno, C.
demands of my life. (2006). Non-normal
and categorical data
32. I know when I’m starting
in Structural
to experience too much
equation modelling,
stress.
Structural equation
33. I know how to cope with modelling: A second
stress when it comes. course (pp. 269-
3140.)

34. I am usually able to

successfully deals with
my stress levels.

35. I can solve most

problems if I try hard
enough.

36. By Having a conflict (Source 1: Kashit Ud

with my parents makes Din Khan, Shazia
me stressed. Gulzar, Farzan
Yahya, (2013).
Crucial factors
affecting stress: A
study among
undergraduates in
Pakistan.
International Journal

37. I have problems with my of Asian Social

partner. Science, 3(2), 428-

29
38. I am not satisfied with 442)
my relations. (Source 2: Asma
Laili Ahmed, Zahayu
Md Yusof, Masnita
39. My family has stubborn
Misiran, Massudi
rules and regulations.
Mahmuddin, (2019).
Stress Determinants
40. I do not have a good Among University
relationship with my Students in
lecturer. Universiti Utara
Malaysia, Asian
People Journal, Vol
2(2), 9-17)

41. On the whole, I am (Source: Rosenberg,

satisfied with myself. M. (1965). Society
and the adolescent
self-image.
42. I feel that I have a
Princeton, NJ:
number of good
Princeton University
qualities.
Press.)
43. I am able to do things as
well as most other
people.

44. I feel that I am a person

of worth, at least on an
equal plane with others.

45. I take a positive attitude

toward myself.

30
46. The number of (Source: Kamel, O.
assignments overwhelms M. (2018, April).
me. Academic overload,
self-efficacy and.
47. There is excessive work
International Journal
imbalance in my
of Psycho-
allocated time between
Educational
studies and social life.
48. The workload every Sciences, 7(1), 86-
semester is too much. 93.)

49. I spend many hours

studying.

50. I work on my
assignments till late
night.

51. I find that social support (Source: Freshteh

reduces the stress Zamani-Alavijeh,
experienced by Fatemeh Raeesi
university students. Dehkordi, Parvin
52. Good social support by
Shahry (2017)
friends and family can
Perceived social
contribute to the
support among
academic performance at
students of medical
the university.
sciences)
53. Social support helps
students cope better in
dealing with stressful
situations.
54. Social support can
positively affect
students’ well-being and
their academic life.

31
55. Social support is gained
from family, friends, and
significant others.

32
 INDEPENDENT
REFERENCE OBJECTIVE METHODOLOYGY DEPENDENT VARIABLE FINDING
VARIABLE

To explore the relationships  Using tertiary data  Malaysian students  Mental health and Their mental health was associated
between mental health and positive with engagement, a motivation,
 Various type of
positive psychological psychological self-compassion, and well-being.
scale
constructs (academic Those significant correlates of
engagement, motivation,  Few types of mental health predicted 47% (a
selfcompassion and well- analysis large effect size) of mental health,
being), and evaluated the and were all significant predictors
Yasuhiro relative contribution of each of mental health. Self-compassion
Kotera & Su- positive psychological was the strongest independent
Hie Ting (2019) construct to mental health in predictor. Mental health was
Malaysian students. related to all the positive
psychological constructs, except
for intrinsic motivation.

To estimate university  Using tertiary data  Univesity students  Mental health 22.3% of participants were
students’ prevalence of during lookdown flflourishing, and levels of mental
 Using quantitative
mental health during outbreak well-being appeared in line with
method
Vincenza lookdown outbreak, and to normative values in young Italian
Capone, examine the associations adults, levels of academic stress
Daniela Caso, between mental health and, were not signifificantly higher than
Anna Rosa respectively, academic stress, those found in other student
Donizzetti & self-effiffifficacy, satisfaction samples
Fortuna for degree course, locus of
before the COVID-19 outbreak.
Procentese control, COVID-19 risk
Students with high levels of
(2020) perception, taking into
information seeking presented
account the level of
higher levels of well-being and risk
information seeking about
perception.
pandemic.

33
 To know the impact of stress  Using tertiary data  Students  Impact of stress on There are broadly four signs of
on mental health of students: mental health stress which are physical signs of
Reasons and interventions. stress include, cognitive signs of
stress, emotional signs of stress
and behavioral signs of stress.
There are various reasons of stress
on mental health of students; the
few reasons are physical/mental
factor, family factor, school factor,
Ramandeep relationship factor, social factor.
Kaur & Liyaqat So, therefore, the interventions to
Bashir (2015) overcome the reasons which are:
do not take things so personally,
change your expectations, express
your needs, don’t make
assumptions, face your feelings.

34
 To investigate the effects of  Using tertiary data  Mental health  Effects of daily The general perceived self-
daily stress on positive and (positive and stress effificacy was a mediator between
 Few types of
negative mental health: negative) the effect of daily stress on
scales
Mediation through self- positive and negative mental
Pia Schonfel, effificacy.  Using statistics health, including symptoms of
Julia, analysis depression, anxiety and stress. In
Brailovskaia, conclusion, these findings suggest
Angela Bieda, that prevention aimed at positive
Xiao Chi Zhang indicators of functioning and
and Jurgen coping is essential to minimize the
Margraf (2015) subjective stress.

To conduct two separate  Using secondary  Undergraduate  Levels of stress, While the students in both studies
studies to (a) assess data students psychological well- exhibited low mental health
undergraduate students’ being, mental functioning and moderate to high
 Data analysis
levels of stress, psychological health functioning, levels of stress, they concurrently
Natalie well-being, mental health and self-regulation maintained a fairly high level of
Durand, Kylie functioning, and self- capacity well-being and moderate capacity
regulation capacity, and (b) to self-regulate. Students’ self-
McNeill,  Significant
Matthew determine if self-regulation regulation capacity significantly
proportion of the
Harding and capacity could explain a predicted their levels of stress,
variance
Johanna significant proportion of the psychological well-being, and
Dobransky variance in their levels of mental health functioning.
(2015) stress, psychological well-
being and mental health
functioning.

35
36