LOW STRESS

Shaughnessy (2003) found that participation in extracurricular activities could "reduce anxiety and
stress" using a sample size of 10 students.

Wilson & Pritchard research from 2005 was another study that looked at stress in relation to students.
This study's recommendations showed that extracurricular activities could serve as a "stress buffer."

HIGH STRESS

Nevertheless, this research of Wilson and Pritchard's also acknowledged that extracurricular activity
"may be an extra stressor" in some environments, as did a study by Johnson (2009), which also found
out that extracurricular activities "can actually become sources of stress."

WITH

WITHOUT

DEMOGRAPHIC PROFILE

Salovey and Mayer (1990) said that people with high emotional intelligence consider objectively

defined environment and reality and regulate sensitivity so that they clearly understand their

intent and act appropriately, and emotional intelligence is the ability to assess their own and

other feelings, effectively control this feeling, and use this feeling to plan and accomplish their

own life.

Students with high emotional intelligence display successful ways to deal with a stress situation,
such as constructive reinforcement and an active attempt to solve a problem (Benson, et al.,
2010). Stress coping is an act in doing something to minimize stress-related losses and emerge
from stress, thus helping to adapt to a stress situation (Lazarus and Folkman, 1985).
Nevertheless, students do not adapt to college life or research in case of impertinent stress coping
(Ha and Jo, 2006), so it is important to understand stress coping for stress management (Song
and Chae, 2014).

Studies of nursing students, however, are only Emotional Intelligence and Stress Coping

(Song and Chae, 2014; Shin and Park, 2013; Lee and Gu, 2013) and Clinical Performance

(Beauvais et.al., 2011is still insufficient, and it is rare to study the relationship between

emotional intelligence, stress coping, and college life adjustment.

Stress among nursing students is a universal problem. Studies have found that nursing students
have higher stress rates compared to the general population and students in other health
professions and are more vulnerable to stress (Tully, 2004; Papazisis et al., 2008; Jimenez,
Navia-Osorio & Diaz, 2010; Labrague et al., 2018; Simonelli-Munnoz et al., 2018). Nursing
students are subject to multiple stressors during nursing education, which may impair their
learning and success either directly or indirectly (Jimenez, Navia- Osorio & Diaz, 2010; Oner
Altiok & Ustun, 2013; Labrague, 2013, Sakellari et al., 2018). Labrague's study in 2013 found
that nursing students experienced significant stress levels and severe stress had a negative impact
on their psychosocial and health experiences. Studies have shown that nursing students perceived
high levels of stress and are prone to stress than other students. Studies have shown that nursing
students perceived high levels of stress and are prone to stress than other students. This
phenomenon, however, pertains to their academic standing in college rather than to actual
practice in the medical field. Stecker (2004) has confirmed this when it was found that nursing
students reported higher levels of academic and external stress than students in physical therapy,
pharmacy, dentistry and medicine. Stecker (2004) found that nursing students reported higher
levels of academic and external stress than students in physical therapy, pharmacy, dentistry and
medicine.

Agolla and Ongori (2009) specifically highlighted stressful activities such as examinations,
papers, activities of the organization, deadlines and the like.
AGE

Extracurricular activities (ECAs) begin at a young age and create preoccupation for

students, considering that they are tasks done outside of the classroom which are independent of

the subjects they are taught. Participation in this is voluntary and it encourages students to learn

how to cooperate with others and aids in their development of being competent. In relation to

Erikson’s theory of the Psychosocial Stages of development, such developmental skills and

experiences learned throughout childhood (3-5 years old) would be invaluable as an individual

grows older (Eccles, 1999). Moreover, this increases their productivity in pursuing their career

goals such that it would help them in career readiness through improving their communication,

leadership and sense of responsibility (Richards, 2018).

Joining an extracurricular activity in high school (13-19 years old) provides a higher

possibility of that student to join an organization in college (20-30 years old ). Due to this

transition, emotional stressors and physical stressors may arise. Example being, a student joining

music-related organizations impacts the individual’s fatigue and stress levels resulting in

burnout. In a study conducted by Fares, et.al, the high stress and burnout levels call for action

which affect the psychological well-being of students, especially those preclinical medical

students. Therefore, studying conditions should be addressed. It was discovered that activities

related to music were seen to decrease the level of burnout wherein music became a

recommended type of extracurricular activity that creates wellness during medical training. In

addition, the study noted that social activities or living with parents were associated with lower

academic efficacy (Fares, et al., 2015). Another example is that if a student joins exercise

organizations, this may lower the levels of anxiety and depression (De Moor, 2006). Adolescents
who participated in ECAs reported higher grades, more positive attitudes toward school,

meanwhile those who participated in non-sport ECAs reported consistently better adjustment

than those who did not participate in ECAs and those who participate in sports (Darling,

Caldwell, Smith, 2005). On the other hand, gender is a significant factor when it comes to

participating in extracurricular activities. Women have a higher possibility of joining an

organization instead of men. Student demographic plays a vital role to influence participant

involvement in extracurricular activity. Such an example is evident in a study by Chang, where

the study explains that being involved pushes students to volunteer in community services

between grade 9 and 12. Female applicants are most likely to join extracurricular activities

instead of males. Almost half of females were said to have joined 5 extracurricular activities and

approximately ⅕ of females were said to have joined community services between grade 9 and

12. The participation mean for females is 3.5 extracurricular activities, which is 0.20 higher than

males, and 2.6 services for grade 9 which is 0.40 higher than males. Moreover, men have a

higher possibility to join sports organizations (Chang, 2017).

PERFORMANCE PRACTICAL ACTIVITIES

The study showed that generally support previous findings on the negative impact of anxiety on
task performance (e.g., Baumeister, 1984; Beilock & Carr, 2001) and Smith et al.’s finding
(2001) that novice nurses in an anxious mood tend to under-perform.

PROFESSIONAL COMMUNICATION

Exclusionary communication practices contribute to dysfunctional cycles of conflict and

stress that are difficult for nurses and nurse/hospital leaders to manage constructively (Moreland

and Apker, 2015).

TIME MANAGEMENT
 In the Time Management domain, it counted five items and took into consideration the

difficulties reported by students to reconcile all the core curriculum activities with their personal,

emotional, and social demands (Costa and Polak, 2009). Nursing is a profession that needs skills

in performing different tasks through the course of the day for managing time limitations and

pressure (Nayak, 2018). Time management is one of the ways which can be very essential in

anxiety and academic motivation of students. However, time management skills have also shown

an effect on anxiety among students (Ghiasvand et al. 2017). Academic stress can show poor

physical and mental health, losing self-confidence and academic failure (Nayak, 2019).

According to Alshutwi, Alkhanfari and Sweedan (2020), there was a statistically significant

positive correlation connecting the effectiveness of the students’ time management, stress levels,

and GPA. Among situations recognized by students as stress triggers, the Time and Leisure

dimension stood out so that lack of time to rest and performing leisure activities was recognized

as the main cause of academic stress which may be described by the program’s extensive

workload and extra-class activities (Hirsch et al., 2018) An excessive number of tasks will

overload students and prevent them from having time to rest and/or for leisure, which plays an

important role in the emergence of stress (Alves, 2010).

Environment

For the environment domain, four items showed the degree of difficulty felt by students

concerning their access to the university, the exhaustion perceived by them regarding the use of

public transport (Costa and Polak, 2009). Stress may occur in various phases of life; however,

entering college may lead many students to experience stress due to various changes and

adaptations demanded by a new environment and context. (Hirsch et al., 2018). A factor that

interferes in the management of time is Commuting and the consequent financial expenditure to
travel from home to college, also the use of public transportation, which the students recognized

as stress factors. The difficulties faced to get to supervised training facilities or to the campus are

seen as factors that cause stress (Costa, 2007). Likewise, one study verified that the time spent in

commuting to college influences one’s perception of stress (Alves, 2010).

Professional Education

The six items of the Professional Education domain pertain to the affairs of the students

at the knowledge acquired in their academic education, as well as the impact of this learning on

their future professional life (Costa and Polak, 2009). It also includes the impression of situations

that they can experience in the professional field. Professional education was constant according

to findings which also highlighted the insufficiency of opportunities for continuing education

among incapable health workers. Amidst the recent developments within the health care services,

this unjust provision of continuing professional education to all nursing practitioners will need to

be accounted and resolved by continuing professional education provided on an erratic and

random basis will not afford maximum positive outcomes for clients, the service and

practitioners and has the potential to increase the levels of frustration among disadvantaged

groups (Barriball K L & While A E 1996). Student nurses have developed differently with the

nurse culture, that is, the norms, the preconceptions and perceptions of what nursing rules and

values which are characteristic of a working life as thereby nursing education entails or should

entail. A member of that collective depth of this attitude changes between individuals

(Andersson, 1992).

Theoretical Activity
 The five items of the Theoretical Activity domain regard the severity of difficulty

anticipated by students regarding the educational content, the developed activities, and the

adopted educational methodology (Costa and Polak, 2009). Society demands continued

professional accountability for competence in an era of exponential knowledge proliferation and

technological change (Cavanaugh, 1993; Houle, 1980; Rhoades, 1991). Application of cognitive

skills of questioning, analysing, searching for appropriate sources of information, iterative

discussion and synthesis of information as comprehensive concepts characterise the deliberate

process (Burrows, 1988).

1. AGE

2. YEAR LEVEL

3. EXTRA CURRICULAR ACTIVITIES

4. NUMBER OF HOURS FOR MEETING PER MOTH

5. ACTIVITIES ATTENDED

6. TYPES OF ORGANIZATION

7. PART OF ORGANIZATION *

LEVEL OF STRESS WITHOUT ECA

1. PERFORMANCE OF PRACTICAL ACTIVITIES *

3. TIME MANAGEMENT*

4. ENVIRONMENT

5. PROFESSIONAL EDUCATION*

6. THEORETHICAL ACTIVITY*

7. TOTAL

LEVEL OF STRESS WITH ECA

1. PERFORMANCE OF PRACTICAL ACTIVITIES

2. PROFESSIONAL COMMUNICATION

3. TIME MANAGEMENT

4. ENVIRONMENT

5. PROFESSIONAL EDUCATION

6. THEORETHICAL ACTIVITY

7. TOTAL

SIGNIFICANT DIFFERENCE BETWWEN WITHOUT TO WITH ECA

1. PERFORMANCE OF PRACTICAL ACTIVITIES\

2. PROFESSIONAL COMMUNICATION

3. TIME MANAGEMENT

4. ENVIRONMENT

5. PROFESSIONAL EDUCATION

6. THEORETHICAL ACTIVITY

7. TOTAL
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