Date Received:

Marks:

Comments:

FACULTY OF HEALTH SCIENCES

PROGRAMME:
DIPLOMA IN ENVIRONMENTAL HEALTH

COURSE:
TECHNICAL DOCUMENTATION IN ENVIRONMENTAL HEALTH
(ENV275)

TITLE:
FACTOR OF STRESS AMONG UNIVERSITY STUDENTS

NO. NAME MATRIX NO. GROUP

1. AWATIF BINTI MOHAMAD NADZARI 2018245184 P2HS1134A2

2. NURLISA ADRIANA BINTI JUMAHAT 2018893626 P2HS1134A1

3. NURUL ADILA BINTI YUSOFF 2018406624 P2HS1134A1

4. NUR AFIQAH BINTI KHAIRUL AZMI 2018280878 P2HS1134A1

LECTURER: SIR QAREM BIN MOHAMED MUSTAFA

CHAPTER 1 : INTRODDUCTION

1.1 BACKGROUND INFORMATION

Stress is the body’s reaction to any change that requires an adjustment or response. The
body reacts to these changes with physical, mental, and emotional responses. Stress is a
normal part of life. Stress can be experienced from environment, body and thoughts. Even
positive life changes such as a promotion or a mortgage produce stress. This is being said by
Neil Schneiderman, Gail Ironsom, and Scott D. Siagel, (2016). The term stress was borrowed
from the field of physics by one of the fathers of stress research Hans Selye. In physics, stress
describes the force that produces strain on a physical body. Hans Selye began using the term
stress after completing his medical training at the University of Montreal in the 1920’s. He
noticed that no matter what his hospitalized patients suffered from, they all had one thing in
common. They all looked sick. In his view, they all were under physical stress. He proposed that
stress was a non-specific strain on the body caused by irregularities in normal body functions.
This stress resulted in the release of stress hormones. He called this the “General Adaption
Syndrome” (a closer look at general adaptation syndrome, our body’s short-term and long-term
reactions to stress).

Typically, university students have a high risk of feeling a certain level of tension in their
daily lives. Jennifer Robinson (2017) is based on the database called WebMD Medical
Reference. Positive stress is called eustress, such as being granted more responsibility.
Eustress will keep us alert and prepared to avoid danger. On the other hand, negative stress is
called distress, when students experience constant challenges without relief or relaxation
between challenges. As a result, the student is overworked, and stress-related anxiety builds
up. If students have too much tension in their lives, it starts to show itself in an external way. As
staff at Ashford University (2018) state this, stress affects the body varies from person to
person, but the typical physical symptoms of stress are low levels of strength, fatigue,
stomachache, insomnia, and much more. Additionally, stress can also manifest itself in an
internal way. The psychological impacts of stress include depression, anxiety, cognitive function

2
issues and behavioral changes. Stress’ mental symptoms may be more common but they are
also difficult to recognize. Listening to friends and family is important if they say the students did
not behave like themselves and they can be more conscious of their stressors and how they can
solve them.

Currently, stress become a worldwide issue as it occurs in each country of the world.
According to Sani (2018), New Straits Times a study by researchers from Universiti
Kebangsaan Malaysia’s Department of Community Health, Department of Psychiatry and
Department of Family Medicine published in the Asian Journal of Psychiatry in 2013 sought to
assess the prevalence of depression, anxiety and stress, and identify their correlates among
university students. This study covered 506 students in four universities in Klang Valley which
results in 5.1 percent had severe or extremely severe stress scores based on the Depression
Anxiety Stress Scale-21 inventory. Other than that, a suicide 20-year-old, a former Sijil
Pelajaran Malaysia high achiever jumped off a building in Seremban, Negeri Sembilan. It was
reported that the tertiary student had just transferred to Seremban from an education institution
in Kedah in the hope of doing better in her studies at the new place. Apparently, she could not
deal with the pressure to excel in her studies and succumbed to stress and depression. This
news importantly explains how dangerous mental disorder to someone's life.

Based on Darco Jacimovic (2020) the websites What To become, 23% of the students
claim that the biggest sources of stress in students’ life are exams and college coursework. In
actual fact, nearly a third said the top stressors when it comes to being a college student is
academic demands. Meanwhile, in the United States, 24% of students are worrying about their
future and finding a job after graduation. According to student stress statistics, a one per four of
youth at universities are anxious about graduation and their jobs in the future. Meanwhile, 68%
of students in four-year colleges in the US live far away from home, which triggers stress and
trauma when stay in colleges. After all, we all feel sad and miss our family and friends behind.
Of course, separation causes a sudden increase in stress levels in college students.43% of
undergraduate students have jobs to put themselves through college. 60% of college students
worry about not have enough money to pay for their studies and college fees. Last but not least,
30.5% of college students admit that close relationship cause them a lot of stress.

1.2 PROBLEM STATEMENT

Academic problems are a big deal among university students because they can lead to
increased stress and other psychological effects. Based on a survey takes place in a university,

3
most of the students face academic problems due to the learning challenges, lack of interest in
certain subjects, and insufficient time to complete their assignments. Besides, poor time
management and procrastination are also a huge factors of academic problems that contribute
to stress among university students. However, the Education Ministry and the Health Ministry
carry out the Healthy Mind Programme as finding ways to reduce stress among students. This is
being said by Chonghui (2018), the program received intervention counseling from the
counselors and get referrals to the psychiatrists for those dealing with the critical condition for
instance is an initiative to decrease the percentage of stress among students in the future.

1.3 RESEARCH OBJECTIVES

The objectives of this study can be divided into general objectives and specific objectives. The

general objective of this study is:

3) To determine the factors and stress level to university students.

SPECIFIC OBJECTIVE:

1) To determine the personal relationship factors which can contribute to stress among
university students.

2) To identify the stress among university students due to academic problems.

3) To determine the financial problem towards university students that can make them stressed
out.

CHAPTER 2 : LITERATURE REVIEWS

Many researchers observed the stress that experienced by students and the factors that
affecting it. The studied being conducted by Ayat R Abdullah and Hala M. Gabr (2014) in
Menoufiya University, an Egyptian public university aimed to identify the factors that related to
stress, symptoms arise from the stress from academic, behavioral and medical risk factors. A
total student has been participated in this study is 379. This was cross-sectional study where
two self-administered has been used. The first one is to identifying demographic characteristics
and risk factors that related to psychological illness and the second one is Arabic version of
Depression Anxiety Stress Scale (DASS21). More than half of participants were females which

4
is 52.0%, while 48.0 % were male and most of them is around 18 to 26 years old. Stress among
the students can be from their financial, relationship, feeling loneliness and the absent of family
support. The result of this study shown that females students significantly more anxious and
distressed than male students

Megan Price, Leanne Hides, Wendell Cockshaw, Aleksandra A. Staneva and Stoyan R.
Stoyanov study aim to find out what types of relationship issues are most strongly related to
mental health issues and suicide risk, explore what types and stage (pre, during, post) of
romantic concerns adolescents seek help for, to know how romantic relationship concerns are
associated with mental health problems, self-harm and suicide risk and find out whether these
associations differ by age and gender in Australia. 3927 people which were participated in this
study. The participants age range is from 10 to 18 years old which most of them were students.
Romantic relationship concerns were the fifth most common reason for seeking help,
representing 8.7% (N =4019) of all counselling contacts. The data therefore indicate that
breakups are a common challenge for adolescents, with similar impact irrespective of age or
gender. In summarize, the results are consistent with previous research finding that relationship
breakups are associated with elevated levels of depression, anxiety and stress.

Faiyaz Qureshi, Jane Alam, Masood Ahmad Khan, Ghazala Sheraz conduct a survey about the
relationship between stress and the blood cell parameters. These changes include increase in
red blood cells, platelets, and neutrophil count whereas eosinophils, lymphocytes and
monocytes are said to decrease in number. Forty-one girl students of Women Medical College,
Abbottabad, Pakistan, were enrolled randomly for the study. A randomized selection of female
students. They were subjected to preliminary medical check-up including blood pressure and
temperature recordings to compared of blood cell parameters before and during exam. This
study which employed real life stress situation of acute nature. Physiological studies have
shown that stress from any source can influence on the endocrine, hemopoietic and immune
system. The study done in college was exclusively done on female students. The notion that
females are more prone to stress could be an additional factor causing these changes.

Igor Portoghese, Maura Galletta, Fabio Porru, Alex Burdorf, Salvatore Sardo, Ernesto D’Aloja,
Gabriele Finco and Marcello Campagna study aim to examine the factorial structure, reliability
and measurement invariance of the short student version of the effort-reward imbalance
questionnaire(ERI-SQ). A total of 6448 Italian university students participated in an online cross-
sectional survey. The online survey is restricted to enrolled university students in bachelor and
master level. The sample of the research consist of 75.5% females (n=4869). Participants in this

5
study ranged from 19 to 56 years of age, M= 22.97, SD= 3.01. 56.2% (3624) were enrolled in
bachelor programmes and 43.8% (2824) in master programmes. 39.6% (2551) were enrolled in
health related courses (medicine, nursing, psychology and biomedical science). The final results
of the study showed that Italian version of ERI-SQ-10 provides a brief and easy
psychometrically sound measure to administer university student stress measure. In sum, ERI-
SQ is a reliable instrument for measuring academic stress among students as it showed a
satisfactory fit of the data structure with the theoretical concept. As a consideration of the high
prevalence of academic distress among university students and the limited interventions aim to
reduce stress, universities should employ ERI-SQ as a valid instrument to measure academic
stress on Italian-speaking university students.

CHAPTER 3 : METHODOLOGY

In this chapter 3 of methodology, the methods used to collect the data related to the research
objectives will be discuss. This chapter will cover the study design, sampling method, data
collection, study instruments, and data analysis.

Study Design

The quantitative cross-sectional study design is used as the method of data collection typically
follows from the question of interest in a particular study by record the information and does not
manipulate variables. Common example cross-sectional study design is a population surveyed
to describe characteristics of that population including age, sex, education level, and geographic
location. In this study, student compulsory to give their personal information for instance age,
gender, average household income, number of siblings, level of education, and the current
semester in university. Survey research is used to collect data from the students to identify the
reasons for stress whether affected by academic problems, personal relationships, or financial
problems. The participants are required to spend around 15 to 20 minutes to answer the
questionnaire.

Sampling Method

The aim of the research is to collect data on the sources of stress among university students in
Malaysia. There are 100 students both male and female ranging from 19 to 33 years of age who
participated in the questionnaire. The proportion of female to male participants is 87% / 13%. All
the participants are from the university in Malaysia and most of them are students in semester 4
(46%). In our sampling, we use convenience sampling which is a non-random method where

6
the sample is taken from a group of people that are easy to reach and contact. We are selecting
the participants among university students in Malaysia.

Data Collection

To collect the data, our group use Google Form as the platform because it is efficient to collect
and tally information that supports videos, photos, and file. The responses of our surveys are
neatly and automatically collected in forms of the graph and percentages of data. The
participants must give feedback on the questionnaire in order to collect data of stress among
university students. Our group selects a few social media as a platform to disseminate the
questionnaire such as WhatsApp group, Telegram, Facebook, and Instagram. Through this
questionnaire, our data is a primary data because the data are collected by ourselves with the
specific purpose to collect data of sources of stress among university students.

Study Instruments

The participants should answer all the questions given such as the action taken to overcome the
stress, how many hours’ students spend their time every day to do assignments and do an
outdoor exercise, types of physical change during stress, and how many assignments and tests
in a week. All the students are also asked to rate the usual causes of stress in their life as a
university student and their CGPA for the last semester.

Data Analysis

For data analysis, we use both quantitative and qualitative methods. Microsoft Word is used as
a qualitative method to interpret the questions. The Microsoft Word computer program is used to
review all the words for clarity and grammatical corrections. This computer program is important
in order to ensure the students easily understand and be able to interpret each of the questions.
Meanwhile, Microsoft Excel used as a quantitative method to measure the percentage and
mean of the data.

CHAPTER 4: RESULT

4.1 SOCIAL DEMOGRAPHIC INFORMATION

The table below shows the background information from the sample of university students that
answer the questionnaire. Firstly, the students with an age, 20 year’s old is the highest

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percentage among the students which scores 70%, the second highest percentage, 16% was
contributed by 19 year’s old student and the third highest which is 10% was answered by 21
year’s old students. Next, most of the university students that answered this questionnaire is a
female which count up to 87% and some of the male students is 13%. For average household
income, there are 30% students that has RM1000 and below income meanwhile there are 29%
students which has around RM1001 to RM3000 income. In addition, the highest percentage,
25% students have 3 siblings, the second highest (23%) have 4 siblings and third highest (21%)
have 5 siblings. Then, 67% of the students is taking diploma and there are 32% students which
take part in bachelor’s degree as their level of education. Last but not least, there are 46%
students which is in semester 4, while 39% students took part in this questionnaire is in
semester 2.

TABLE 4.1.1

AGE PERCENTAGE (%)

19 16

20 70

21 10

22 1

23 1

24 1

33 1

GENDER PERCENTAGE (%)

Female 87

Male 13

AVERAGE HOUSEHOLD INCOME PERCENTAGE (%)

RM1000 and below 30

RM1001 – RM3000 29

RM3001 – RM5000 13

8
 RM5001 and above 28

NUMBER OF SIBLINGS PERCENTAGE (%)

1 1

2 9

3 25

4 23

5 21

6 7

7 9

8 2

9 1

10 1

13 1

LEVEL OF EDUCATION PERCENTAGE (%)

Diploma 67

Bachelor’s Degree 32

Master’s Degree 1

SEMESTER/PART PERCENTAGE (%)

1 4

2 39

3 2

4 46

6 8

7 1

9
 4.2 OBJECTIVES

OBJECTIVE 1

First, the graph in Figure 4.2.1 reveals how frequently university students visit or speak to their
families or friends. Most students (91%) visit and speak to their friends or family every day, but
some students see their family and friends multiple times a week, once a week, and there are
students who only communicate to their family once a month. Additionally, there are 1% student
who talks to their family when they want to talk with them. Second, the pie chart in Figure 4.2.2
indicates the emotions the students felt whether they know who they should express their most
private thoughts and fears with. Interestingly, a high percentage of students (67%) replied 'NO'
to this question while 33% of students know who they can share their most private thoughts and
fears with.

PERCENTAGE (%)
100
90 91

80
70
60
50
40
30
20
10
0 4 3 TIMES ONCE A1MONTH
EVERYDAY ONCE A WEEK SEVERAL WHEN1 THEY
A WEEK WANNA TALK

Figure 4.2.1

10
 PER CENTA GE (%)
YES
(33%)

NO
(67%)

Figure 4.2.2

OBJECTIVE 2

First, the pie chart seen in figure 4.2.3 represents the students ' ability to recognize their
academic challenges and find their own approaches to solve them. Unlike most students (82%)
who manage to recognize and resolve their problems, there are some students (18%) who are
unable to recognize their academic problems and find ways to overcome them. Secondly, figure
4.2.4 compares the average last-semester CGPA of a university student. 44% of students
manage to get an average CGPA of 3.50 to 4.00, while 38% of students have a CGPA of 3.00
to 3.50. In comparison, 17% have an average CGPA of 2.50 to 3.00 while 1 % have around
1.00 to 2.50 as their last semester average CGPA. Thirdly, the graph in Figure 4.2.5 illustrates
the amount of time the students spend on weekend completing their assignments. A high
percentage of student (43%) spend three to four hours and 24% spend five to six hours every
weekend doing their assignments. Some of the students (19%) spend up to 6 hours and the
lowest number of students (14%) spend 1 to 2 hours a day completing their assignments.

Fourthly, the figure 4.2.6 below shows the total amount of assignments, exams, and quiz
given to university students by a lecturer in a week. In a week 4 % of students receive just one
assignment while 28 % of students receive the total of two and four assignments. On the pie
chart we can see clearly that 40% of students, the highest percentage of all obtained at most

11
three assignments from the lecturer. Fifthly, the pie chart in figure 4.2.7 below represents the
typical causes of stress in their lives as a student at university. The students' most common
sources of stress are academic concerns which caused stress in 56% students. Meanwhile 37
% of students are stressed out because of their personal problems and another % are
distressed because of financial difficulties. Furthermore, figure 4.2.8 indicates the normal
behavioral stress effects experienced by university students themselves. 28% of students have
believed that they could not rest and relax while 23% of students realized that their sleep habits
are shifting. On the other hand, 17% of the students are experiencing a communication issues
and 16% of the student reports are crying periods. Next, eating patterns of 9 % of students
changes whereas task efficiency of 7% of students also changes.

PER CENTA GE (%)

NO
18%

YES
82%

Figure 4.2.3

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 PERCENTAGE (%)
50
45 44

40 38
35
30
25
20 17
15
10
5
1
0
1.00 - 2.50 2.50 - 3.00 3.00 - 3.50 3.50 - 4.00

Figure 4.2.4

PERCENTAGE (%)

6 HOURS AND ABOVE 19

5 - 6 HOURS PER DAY 24

3 - 4 HOURS PER DAY 43

1 - 2 HOURS PER DAY 14

0 5 10 15 20 25 30 35 40 45 50

Figure 4.2.5

13
 PERCENTAGE (%)

4%

28%
28%

40%

1 2 3 4

Figure 4.2.6

PERCENTAGE (%)

PERSONAL ISSUES
37%

ACADEMIC ISSUES
56%

FINANCIAL ISSUES
7%

Figure 4.2.7

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 PERCENTAGE (%)
CHANGE IN ACTIVITY PERFORMANCE 7

INABILITY TO REST, RELAX, AND LET DOWN 28

PERIODS OF CRYING 16

CHANGE IN SLEEP PATTERNS 23

DIFFICULTY IN COMMUNICATING 17

CHANGE IN EATING HABITS 9

0 5 10 15 20 25 30

Figure 4.2.8

OBJECTIVE 3

The pie chart in figure 4.2.9 indicates the usual psychological or emotional effects of stress that
university students noticed themselves. Especially the highest percentage of students, 32% has
a feeling of sadness or depression and the second highest of students, 18% feels overwhelmed,
helpless, or hopeless. Then, 14% students feel misunderstood or unappreciated, 13% students
felt restless and 12% students has an anxiety or fear. Lastly, 8% students feel isolated, lost,
lonely or abandoned but 3% of them felt all of the emotional effects of stress. Besides that, the
figure 4.2.10 below reveals the usual physical stress effects university students have identified
in themselves. Majority of students (40%) reported to have headache whenever they were
stressed, and 20% of them had fatigue that could not be helped by sleep. Alternatively, some
students (16%) felt their heart rate and breathing rose, 13% of students had an appetite
adjustment that was followed by weight loss or weight gain, and 10% of students were easily
shocked, but 1% of them reported an increase in blood pressure.

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 FEELING MIS-
UNDERSTOOD
OR UNAPPRECI-
FEELING ATED ALL ANXIETY OR FEAR
OVER- 14% 3% 12%
RESTLESSNESS
WHELMED, 13%
HELPLESS OR
HOPELESS
18%

SADNESS,
FEELING ISO- DEPRESSION,
LATED, LOST, OR MOODI-
LONELY OR NESS
ABANDONED PERCENTAGE (%) 32%
8%

Figure 4.2.9

PERCENTAGE (%)
FATIGUE THAT DOES NOT IMPROVE WITH 20
SLEEP
INCREASED OR DECREASED APPETITE WHICH
MAY BE ACCOMPANIED BY WEIGHT LOSS OR 13
GAIN
EASILY STARTLED 10

HEADACHES 40

INCREASED BLOOD PRESSURE 1

INCREASED HEART RATE AND RESPIRATIONS 16

0 5 10 15 20 25 30 35 40 45

Figure 4.2.10

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 CHAPTER 5 : DISCUSSION

This chapter will discuss findings of research accordingly and have to describe the findings from
the results of the respondents.

Based on the results, 70% of the respondents was 20 years old and 1% of them was 22,
23, 24, and 33 years old students. 87% of the respondents was female and rest of them was
male. Most respondents have three siblings with 3% and least number of siblings were 1, 9, 10,
and 13 siblings. There was 67% of Diploma students, 32% of Bachelor’s Degree students and
1% of Master’s Degree students in this study. Then, 46% of students was in Part 4 and 1% of
them was in Part 7.

Comparing our results with the academic papers prior to ours, we can see some minor
consistency on the same factors and findings between the two. For instance, in one of our
literature reviews, students reported financial issues was the lowest causes of stress in their life
as a university because their average household income are between RM1000 – RM5000 and
above, so they do not have many problem with financial. From the result, most of the participant
talk their problem to their trust people everyday with 91% percentage. Then, academic issues
was the highest causes of stress in their life as a university students. It is because the data
shows that students have many assignments, tests and quiz given by lecturer in a week which
is consist 40% of percentage. From the result, most of respondents which is 43% of students
spent 3 – 4 hours per day to do their assignments on weekend and least of the respondents
which is 14% students spent 1 – 2 hours per day to do their assignments on weekend.

Because of that, they have inability to rest, relax and let down because they want to achieve
3.50 – 4.00 pointer of CGPA. In addition, these findings reveal that students were having
headaches, sadness, depression, or moodiness because of stress. It is because most of the
students not able to recognize their problems and it give negative impact to them. Firstly, they
have behavioural effects of stress that university students noticed themselves. Most of the
behavioural effects of stress are inability to rest, relax, and let down and the least of the
behavioural effects of stress are change in activity performance. Then, most of the students
have being sadness, depression, or moodiness because of the stress and least of the students
have all the psychological or emotional effects of stress.

By that, students have to find some alternative to relieve stress and get a better experienced in
university. If students feel overworked, stress or just in need of advice or a friendly ear, they can

17
seek help from counsellor for guidance. In addition, sleep well, exercise regularly and eat
healthy food very helpful to relieve stress after do the assignments. This is being said (Justin
Baek, 2019).

CHAPTER 6 : CONCLUSION AND RECOMMENDATION

This chapter will discuss the achievement of objectives, highlights main or significant findings
and also summarize the findings with short and concise way. All the findings will be concluded
as to show either the objectives of the study are achieved. In general, this study aimed to
determine the factors and stress level to university students.

The first objective of this is to determine the personal relationship factors which can contribute
to stress among university students. Several conclusions can be made based on the findings of
this study. Firstly, personal issues which is student’s relationship with parents, lecturers, friends
and lovers. From the finding shows that after academic issues, many students having stress
because of personal issues in which the first objective has been achieved.

The second objective was achieved based on significant challenge for university students of all
genders and had great association with sadness, depression or moodiness, feeling
overwhelmed, helpless or hopeless and feeling misunderstanding or unappreciated because of
academic issues.

The third objective was achieved based on determination of financial problem towards university
students that can make them stressed out.

Thus, this is important to help and support students to relieve and solve their stress issue
especially related to academy issues. For student itself, they have their personal method to
relieve stress such as sleeping, watching their favourite movies or drama on laptop, playing
games and talking or having sharing session with someone they trust most. Every university
students have to find any method or other alternative to manage their stress, so they can enjoy
their university life happily without stress.

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The Effects of Stress on Your Body. (2017, December 10). Retrieved from
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Lee Chonghui, S. M. (2018, October 12). Too many teens suffering from stress. Retrieved from
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Sani, R. (2018, April 25). Coping with the students mental health . Retrieved from New Straits
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