THE UNIVERSITY OF ZAMBIA

SCHOOL OF HUMANITIES AND SOCIAL SCIENCES

DEPARTMENT OF PSYCHOLOGY

GROUP: 9
MEMBERS: ADAM A. BANDA………………………….2016132609
CLEMENT CHISANGA…………………...2016135503
VERONICA M. CHIBUYE………………..2016141764
CHUNGU KABAMBA……………………..2016140431
LIBONGANI SIYUMBWA………………..2016137416
SUPERVISOR:……………………………………………...MRS. CHANDA
COURSE CODE:……………………………………………PSG 2210
LECTURER:…………………………………………………MRS. CHANDA
TASK:………………………………………………………..RESEARCH PROPOSAL

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PROPOSAL TITLE: CAUSES AND EFFECTS OF STRESS: A STUDY ON THE
UNIVERSITY OF ZAMBIA STUDENTS.

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Contents
ABSTRACT……………………………………………………………………….4

CHAPTER 1….…………………………………………………………….…...…5

1.0 INTRODUCTION....………………………………………………………….5

CHAPTER 2……………………………………………………………………….7

2.0 LITERATURE REVIEW…...………………………………………………..7

CHAPTER 3……………………………………………………………………...11

3.0METHODOLOGY…………………………………………………………...11
3.1AIM....…………………………………………………………….........11
3.2THE IMPORTANCE OF THE STUDY……………………………..11
3.3POPULATION………………………………………………………...11
3.4SAMPLE……………………………………………………………….11
3.5SCOPE OF THE STUDY……………………………………………..12
3.6RESEARCH
PURPOSES……………………………………………..12
3.7PROBLEM STATEMENT…………………………………………...12
3.8RESEARCH DESIGN………………………………………………...13
3.9RESEARCH APPROACH……………………………………………13

3.9.1 QUANTITATIVE
RESEARCH…………………………………..13

3.9.2 DATA COLLECTION

METHOD………………………………..13

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 3.9.3 DATA COLLECTION INSTRUMENTS AND ANALYSIS……
14

3.9.4 QUESTIONNAIRE………………………………………………..14

3.9.5 PUBLISHED REPORTS………………………………………….14

3.9.6 DATA
ANALYSIS………………………………………………...14

CHAPTER 4……………………………………………………………………...15

4.0RESULTS…………………………………………………………………….15

4.1 PERSONAL FACTORS AS A SOURCE OF

STRESS……………...15

4.1.1 COMBINING JOB WITH

STUDIES……………………………..16

4.1.2 FINANCIAL DIFFICULTIES…………………………………….16

4.2 RELATIONSHIPS AS A SOURCE OF STRESS……………………16

4.2.1 DIVORCE BETWEEN PARENTS……………………………….17

4.2.2 HEALTH PROBLEMS…………………………………………….17

4.3 ACADEMIC FACTORS AS A SOURCE OF STRESS……………….17

4.3.1 NUMBER OF STUDYING HOURS………………………………18

4.3.2 LANGUAGE DIFFICULTIES…………………………………….18

4.3.3 PROCRASTINATION……………………………………………..18

4.3.4 EXAMINATIONS………………………………………………….19

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 4.3.5 MISSING

LECTURES……………………………………………..19

4.3.6 FRUSTRATION DUE TO

MISUNDERSTANDINGS…………...19

4.3.7 ENVIRONMENTAL FACTORS………………………………….20

4.3.8 CHANGE IN LIVING ENVIRONMENT…………………………

20

4.3.9 LACK OF VACATIONS OR

BREAKS…………………………...20

4.4 COMPUTER

PROBLEMS……………………………………………..20

4.4.1 BAD LIVING

CONDITIONS……………………………………...20

4.4.2 PLACED IN UNFAMILIAR

SITUATIONS……………………...21

4.4.3

FEAR………………………………………………………………...21

4.4. 4 FUTURE WORRIES………………………………………………

21

4.4.5 UNREALISTIC EXPECTATIONS……………………………….21

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CHAPTER 5……………………………………………………………………...22

5.0 DISCUSSION………………………………………………………………...22

CHAPTER 6……………………………………………………………………...22

6.0 CONCLUSION………………………………………………………………22

CHAPTER 7……………………………………………………………………...23
7.0 LIMITATIONS OF THE STUDY………………………………………….23
CHAPTER 8……………………………………………………………………...23

8.0 RECOMMENDATIONS FOR FUTURE

RESEARCH…………………...23

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ABSTRACT

Transitioning of students from a secondary school environment to the university environment

could cause a psychological, academic and social shock to their system, given that the university
system has huge differences: A student will face new methods of teaching, new academic
requirements, new types of relations between students and faculty and even new relations among
students themselves. Therefore, this study looked at the causes and effects of stress among the
university of Zambia students in a psychology 2210 class. The main purpose of this paper was to
find out the causes of stress among students and as a result increase their awareness. The age
range for the students was 16 to 33 and included both males and females. This study investigated
the academic stressors experienced by the students at The University of Zambia. A total sample
of 173 subjects participated in this study were obtained from the department of psychology at
The University of Zambia. Data were collected through questionnaires which were randomly
distributed to the students during lecture time. Data obtained was analyzed using descriptive
statistics, correlation, and analysis of variance. The results showed that academic overloads,
inadequate time to study, increased workload every semester, exams, low motivation, and high
family expectations produced stress among students. It was also found that fear of failure is the
major source of stress among undergraduate students. Lastly, the study found that there were no
significant differences in academic stress among students with different, level of study and
specializations. Stress is one of the main aspects of our modern life, resultant from the rapid
changes in human life, so this age is called the age of stress, students suffer from academic
stress resulted from testing, home work and other school requirements which may exceed their
abilities, sometimes an individual suffers from different forms of stress at the same time (Hussien
and Hussien, 2006).

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1.0 INTRODUCTION

Anderson (1991) proposes that in life, stress involves a transaction with the environment that
involves three components: antecedent, mediating, and response. Stressors considered to be
antecedent factors (also called stressful life events) are circumstances that might provoke a
person's stress reaction. According to Lazarus and Folkman (1984), people's responses to stress
can be mediated by their individual perception of a stressful event. That is, a person is at risk for
psychological distress when he or she is unable to cope effectively with a stressor. For the
purpose of this paper, stress will be defined as either major life events (Holmes and Rahe, 1967)
or relatively minor "daily hassles" (Kanner et al., 1981) that have disruptive effects on
psychological wellbeing and functioning.

Stress is a common element in the lives of every individual, regardless of race or cultural
background (Garret, 2001). Over the past few decades, there has been significant investigation
on the issues of stress and management of stress (Dziesgidwski, Turnage, & Roest-Marti, 2004).
In addition, college students have been shown to possess a unique set of stressors which can
affect their daily experiences (Garret, 2001). Researcher Campbell (2006) defines stress as the
adverse reaction people have to excessive pressure or other types of demands placed on them.
Stress occurs when an individual is confronted by a situation that they perceive as overwhelming
and cannot cope up with.

Stress has become an important subject in academic institutions both international as well as
locally. Many researchers in the field of behavioral science have carried out extensive research
on stress and its consequences and concluded that the subject needed more concentrations. Stress
in academic institutions can have both positive and negative consequences if not well managed.
However, it is important to the society that students should learn and obtain the essential
knowledge and skills in order to make them contribute positively to the development of the
nation from different aspects. Nonetheless, University students suffer from different kind of
academic stressors during their education experiences. Therefore, the idea of this research came

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by observing the students before and during examinations; also by the record unit in the
university counseling; and the number of students who are looking for help; to draw the attention
of officials to the university and help them control the stress factors for students, which also
helps in developing the preferable methods to enable students to cope with this stressor during
their studies. University students are at high risk for increased stress due to various reasons.
Demanding academic pressure and limited social and personal time can add to the normal stress
of life and begin to have a negative effect on a person. Moreover, universities did not take clear
steps to learn and face serious psychological stress for students during the period they spend on
their studies.

Academic stress among students has long been researched on, and researchers have identified
stressors as too many assignments, competition with other students, failure, lack of pocket
money (Fairbrother & Warn, 2003), poor relationships with other students or lecturers, family or
problems at home. Institutional (university) level stressors are overcrowded lecture halls
(Ongori, 2007, Awino & Agolla, 2008) semester system, and inadequate resources to perform
academic work. Moreover, college students have a unique cluster of stressful experiences or
stressors (Garret, 2001).

According to Ross, Neibling and Heckert (1999) there are several explanations for increased
stress levels in college students. First, students have to make significant adjustments to college
life. Second, because of the pressure of studies, there is strain placed on interpersonal
relationships. Third, housing arrangements and changes in lifestyle contribute to stress
experienced by college students. In addition, students in college experience stress related to
academic requirements, support systems, and ineffective coping skills. Whereas these factors
have been found to be responsible for stress, it is worth noting that in order to minimize the
stress among students; the University administrators must develop appropriate strategies that will
enable them to detect in advance the symptoms and causes of the stress.

Another reason why little has been done on student’s stress could be due to the fact that students’
presence in the institution have no direct relationship to the quality of education they get.
(Daniels & Harns, 2000, Smith et al., 2000) reported that, unless the university puts appropriate
measures that take care of well-being of the students, the student’s health may compromise the
quality of education they are supposed to get. Gibbons and Gibbons (2003) and McCarty et al.

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(2010) have carried out extensive research on stress and found out that, stress is associated with
how an individual appraises situations and the coping strategies adopted. Based on the review of
the existing stress literature, the researchers addressed the following specific questions, which
will guide this study; what is the source of the academic stressor for students at the University of
Zambia? What are the major sources of stressors among the students? Are there any significant
differences in academic stress among students that can be attributed to level of study prior and
during exams?

2.0 LITERATURE REVIEW

Many researchers studied the stress experienced by students and the demographic factors
affecting it. The study of Hamaideh (2011) aimed to identify stress and reactions to stress among
university students and examine the correlations between student stressors and study variables.
The result indicated that the highest group of stressors experienced by students was self-imposed
stressors followed by pressure. Cognitive responses were found to be the highest responses to
stressors experienced by students.

Reactions to stress are manifold. No one situation is stressful to all the people all the time. Some
of the factors that can produce stress are children or the lack of them, the boss or the subordinate,
the traffic, the telephone or the lack of it, overwork or not enough to do, too much money or too
little of it, making decision, a dull routine job, lack of authority and apprehensions about the
future.

Piekarska (2000) pointed out that the essential factors for the formation of stress are frequent and
strong. There is a related connection between the results of stress and psychological and
personality characteristics (Rees & Redfern, 2000). (Gaab, et al.) Considered that the
interference of individual stress management is affected by recognition and behavior and this is
the reason for the relation between stress and physiological factors (Ellison, 2004).

(Shepard, et al) pointed out that stress produces physiological illnesses, and considered that there
is a connection between stress and illnesses. If there is no substitute for adjusting methods, stress
is increased (Ongori & Agolla, 2008). Robbins and Coulter considered that stress itself is not
necessarily bad. Even though stress is often discussed from its negative point of view, when it
can specially provide the benefits of its potential, then its positive value definitely exists (Agolla,

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2009). O’Connor also considered that stress is a normal and common experience of people. Good
stress is beneficial to our body and health, and good stress-handling methods can increase
motivation and improvement (Smith, 2005).

Chen, Wong, Ran and Gilson (2009) conducted a study to describe the relationship between
college stress, coping strategy and psychological well-being, they used (342) students in (6)
universities. The study has proved that psychological well-being has a negative relationship with
college stress and a positive coping strategy has significant buffering effects on psychological
health problems. Also they found that the male students reported higher level of stress, worse
psychological well-being, and having less inclination towards using positive coping strategies.
Tajularipin, Vizata and Saifuddin (2009) found that (29%) of the students experienced medium
stress, and there is a significant difference in the level of stress attributed to gender, and between
students in rural and urban secondary schools, the results also indicated that there are many
factors influence students' stress such as parenting style, and parent’s education background.

Laurence, Williams, and Eiland (2009) conducted a survey of (453) graduate students, (25%)
reported elevated depressive symptoms, the study indicated the exams, fear of falling, shortage in
clinical time, decrease in self-esteem and prompt reduction in time spent in recreational activity
have been associated with higher stress levels.

The purpose of Iglesias et al (2008) study was to obtain empirical evidence of the effects of a
stress management program on undergraduate Pharmacy and Biochemistry students. This
program consisted of (2) main stages, the first stage was to evaluate beliefs, academic skills and
personal stress involvement problems. The second stage was to design a stress management pilot
program (SMPP), this program included psycho-educational resources. The results suggested
that SMPP has a promising applicability to deal with high levels of stress, improving the student
academic performance and health.

Kranz (2008) study used to evaluate stress levels experienced by students in a pharmacy
curriculum. Data were collected using an individual interview that consisted of both a
demographic and stress questionnaire. The results indicated that: students rated stress to be
average to above average, with a mean score of 3.8 out of 5, with regard to approaches used to
manage stress, (70.5%) reported some form of active approach such as exercising, playing
basketball or swimming.

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Wong, Cheung, Chan and Tang (2006) conducted a web-based survey of depression, anxiety and
stress in first year tertiary education students in Hong Kong, the results indicated that (27.5%) of
the sample (7915 students) had a moderate severity or above of depression, anxiety and stress.
Abbreviations TTU: Tafila Technical University. CA: Cumulative Average. SSL: Student Study
Level (1st, 2nd, 3rd, and 4th). Purpose of the Study This study aimed to assess the stress level
experienced by students at Tafila Technical University (TTU) and the factors most associated
with this stress.

Researchers have attempted to study the relation between life events and well-being. Sometimes
they may know that a person has lived through a natural disaster or lost a loved one to death. In
other cases, researchers may have to rely on people's self-reports, using life event scales to
quantify the amount of life stress that a person has experienced over a given period of time (e.g.,
the past 3 months or the past year). Such scales consist of lists of life events (up to 200 of them)
that a person may have experienced, plus the opportunity to list personally experienced events
that are not on the list (Smith et al., 1990).

According to Richard Lazarus (1991), a leading stress researcher, you will first engage in a
primary appraisal, interpreting the situation as either benign, neutral/irrelevant, or threatening in
terms of its demands (how difficult the interview will be) and its significance for your wellbeing
(how badly you want or need the job). At the same time, through the process of secondary
appraisal, people will be appraising their perceived ability to cope with the situation, that is, the
resources they have to deal with it. Coping resources include ones’ knowledge and abilities, their
verbal skills, and social resources, such as people who will give another person an emotional
support and encouragement. If people believe that the demands of the interview greatly exceed
their resources, they will likely experience stress.

Other findings consistently show that the more negative life events people report, the more likely
they are to also report symptoms of anxiety, depression, and unhappiness (Holahan & Moos,
1990; Monroe & Peterman, 1988). A traumatic life event can worsen an already existing medical
condition, as in this case of a 7-year-old African American girl with sickle-cell anemia. This
little girl was taken to a new elementary school in a white neighborhood. She and other black
children were met with cries by angry whites to “go back to where you belong!” The little girl
was quite upset by the incident. After some time at the school she went to the principal’s office

11
crying and complaining of chest pains. She died later that day in the hospital, apparently from a
sickle-cell crisis brought on by stress. As she died, she kept repeating “go back where you
belong.” (Friedman & DiMatteo, 1989, p. 169).

In one study, researchers closely followed medical students over a 1-year period. They collected
blood samples from the students during three stressful academic examination periods in order to
measure immune cell activity. The researchers found that immune system effectiveness was
reduced during the stressful exam periods and that this reduction was linked to the likelihood of
becoming ill. Other studies have shown that stress hormones released into the bloodstream by the
adrenal glands can suppress the activity of specific immune system cells, increasing the
likelihood of illness (Cohen & Herbert, 1996; Maier & Watkins, 1999).

A recent study indicates a nationwide increase in college students’ stress (Sax, 1997). Academic
stressors include the student’s perception of the extensive knowledge base required and the
perception of inadequate time to develop it (Carveth, Geese, & Moss, 1996). Students report
experiencing academic stress predictably, with the greatest sources of academic stress being
found in taking and studying for exams and with respect to grade competition and the large
amount of content to master in a small amount of time (Abouserie, 1994; Kohn & Frazer, 1986).

Gender differences also influence a student’s perception and reaction to academic stressors
(Misra et al., 2000). For example, female students more often report letting out their feelings,
whereas men more often report controlling their emotions, accepting the problem, not thinking
about the situation, and engaging in problem-solving efforts (Hyde & Plant, 1995; Milkie &
Thoits, 1993). Coping styles to stressors also differ by gender. When compared at similar levels
of stress, women exhibit stress more overtly than males (Hyde & Plant, 1995; Thomas &
Williams, 1991).

International students share some common characteristics regardless of their diverse cultural,
social, religious, and political backgrounds. Most international students are in the United States
temporarily to fulfill their educational objectives and succeed in academic pursuits (Yang &
Clum, 1994). However, the majority of these students are deprived of their traditional sources of
social support and familiar means of communication (Pederson, 1991). Many of these students
experience stressful life changes and cultural adjustments (Leong & Mallinckrodt, 1992). For
example, difficulties have been reported with English-language proficiency and with adjustments

12
to the American culture that might contribute to academic stress. Furthermore, international
students have difficulties adapting to a new educational system in a short period of time.

3.0 METHODOLOGY

3.1 AIM OR OBJECTIVE

The aim of this section is to clarify the methodology of this research. This gives an account of
the research sample, research design and the instruments that were used for data collection. The
reliability, validity and the procedures for data analysis were also discussed in details. This study
attempts to identify the causes of stress on students’ academic success and its management at the
University of Zambia’s School of humanities and social sciences psychology department.

3. 2 THE IMPORTANCE OF THE STUDY

Stress is one of the serious issues that affect university student’s life, its effects could be
reflected in student social, academic, and mental health. Linn and Zeppa (1984) found that stress
can lead to academic decline, poor relationships with peers and family members and overall
dissatisfaction with life. So each university has to assess its students stress in order to provide
them with the suitable mental health care and the efficient methods to cope with stress. This
study will provide information related to stress level in order to help students to avoid overly
stressful situations from the beginning.

3.3 POPULATION

The targeted population for the study will be the current students at The University of Zambia
from the psychology department.

3.4 SAMPLE

This study adopted simple random sampling. The population of the study included … (number of
students)… students from Psychology at The University of Zambia. The sample of the study
included (number of students) students. Moreover, the researcher used the questionnaire to
13
collect raw data from the participants. The questionnaires were given to the supervisor from the
psychology department Ms. Kalunga Cindy for thorough scrutiny. The items of the questionnaire
were modified according to the comments received. The Questionnaires were distributed to the
sample study group to collect the students' responses. The questionnaires were divided into 3-
parts; demographic, academic stressors effect, and major source of academic stress.

3.5 DELIMITATION (SCOPE) OF THE STUDY

The study is deemed to be carried out with the principal focus on the students at The University
of Zambia from the school of humanities, particularly, the psychology department.

3.6 RESEARCH PURPOSES

Overall, the purposes of the study reported in this research were as follows:

1. To identify the academic stressors among unza students.

2. To identify the major sources of stressors among unza students.

3. To examine the differences in academic stress among students before and during exams

3.7 PROBLEM STATEMENT

Undoubtedly, stress has become the number one reported impediment to academic performance,
as fellow students now report being more stressed out than ever. For example, the New York
University Publication continued its affirmation that, 55 percent of students claimed their biggest
stressor to be academic in nature. Moreover, 6 in 10 college students report having felt so
stressed they could not get their studies done on one or more occasions. Additionally, many of
the emotional and physical symptoms that occur commonly in the student population, such as
headaches, fatigue, depression, anxiety, and the inability to cope, can be attributed to or
exacerbated by stress (Dusselier et al 2005, 15–24).

Surveys conducted by Kansas State University also reveal a 58 percent increase in stress related
mental health issues reported to campus counsellors between 1988 and 2001 (Hoover 2003).
These increased stress loads come with some dire consequences. Suicide rates amongst college-

14
aged students are three times higher than they were in 1950, as described by American College
Health Association statistics published in Psychology today (Retrieved on April 23, 2018).

3.8 RESEARCH DESIGN

This study was non-experimental in nature, therefore, survey research design was used. Survey
research designs are procedures in quantitative research in which investigators administer a
survey to a sample or to the entire population of people in order to describe the attitudes,
opinions, behaviors or characteristics of the population. In this procedure, survey researchers
collect quantitative, numbered data using questionnaire and statistically analyze the data to
describe trends about responses to questions and to test research questions. They also interpret
the meaning of the data by relating results of the statistical test back to past research studies. It
was nonetheless appropriate in a study that aims at investigating different kind of academic stress
among undergraduate students at The University of Zambia. This will enable the researchers to
collect relevant data, work effectively and have a deeper understanding about the causes of stress
on students’ academic success and its management by students.

3.9 RESEARCH APPROACH

Since the aim of the study is to identify the causes of stress on psychology students’ academic
success and its management at the University of Zambia in the psychology department,
quantitative research is an appropriate quantitative for this study. Quantitative in the sense that
this analysis seeks to find out the impact of stress among different student backgrounds.

3.9.1 QUANTITATIVE RESEARCH

According to Creswell (2013), a quantitative method involves data collection, analyzing,

interpreting and putting the results of the study down. Factors like population, sample and design
are guided tools in this approach. Peculiar methods are available in survey research that direct
bearing with the factors named above.

3.9.2 DATA COLLECTION METHODS.

Data to be used in the survey process will be both primary and secondary. The primary data will
be mainly from questionnaires that will be administered at the study area. Secondary data is the
name given to data that is extracted from already existing records and used for a purpose other

15
than that for which they were originally collected. The secondary data will be derived from
books, related thesis as well as published journals. The Internet will also be another source for
secondary data. However, in view of the purpose of this study, the researchers depend mainly on
primary data as a source of data collection

3.9.3 DATA COLLECTION INSTRUMENTS AND ANALYSIS

Both closed and open-ended questionnaires will be administered. The respondents will be asked
to tick the appropriate box or boxes matching their preferred opinions. Other questions will also
require the respondents to outline their opinions. The data gathered through the questionnaires
will be analyzed by the use of pie charts, bar charts and any other method as recommended by
the Supervisor.

3.9.4 QUESTIONNAIRE

The researchers designed questionnaires with both opened and closed ended questions from the
area of research. The questionnaires were structured carefully to avoid respondents
misinterpreting meaning of the questions. Simple and easy words were therefore used so that
respondents will easily understand as well as answer the questions. Possible answers were
provided to enable respondents tick whichever answer they find suitable in terms of their
response to the question. In all, total of (number of questions) questions were given to be
answered by the respondents which were the psychology students from the school of humanities
at the University of Zambia in Lusaka off great east road.

3.9.5 PUBLISHED REPORTS

The researchers also took into consideration some reports that have been published already by
other researchers that have bearing on the topic of this study. Diverse conclusions have been
made by researchers on various topics which were of great importance to this research. The
reports aided the researchers to get some information for the research.

3.9.6 DATA ANALYSIS

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Descriptive statistics such as bar and pie chat, were used to present information processed from
data regarding to the causes of stress on students’ academic success and its management at the
university of Zambia psychology department. Primary data collection was based on information
obtained from selected students from the psychology department in the school of humanities.
Questionnaires were sent to all students in the psychology department which had (number of
respondents) respondents respectively. After which comparison was drawn and interpreted to
know how the students perceive stress impact in their academic work before and during the
exams.

In all, data were collected from the students regarding four main factors of stress which were:
Relationship, Academic, Environmental and personal factors. Each had sub factors that caused
stress and base on the results.

4.0 RESULTS

The results showed that stress affects the overall school activities of students as well as their
social well-being. Due to the negative impact of stress on student’s life, such as ineffective
studies, poor academic performance and the general health status, putting effective measures in
place is pertinent to their academic success and general life. This is done by identifying the main
causes of stress which includes changes in lifestyle, increased workload, new responsibilities,
and interpersonal relationships and finding the appropriate remedy. A lot of research has been
done on stress and its management and pragmatic solutions given and it is hoped that, based on
the analysis made, this paper will be of great help in helping students to have an excellent
academic life.

Indeed, students have a unique cluster of stressful experiences. Student’s academic performances
can be affected by many factors. Bernstein et al. (2008) define the sources of stress as every
circumstance or event that threatens to disrupt people’s daily functioning and causes them to
make adjustments. Similarly, Phinney and Haas (2003) stressed out sources of stress more
specifically as a unique set of stressful encounters among student which includes: difficult
financial challenges, domestic responsibilities, responsibilities related to holding a job while in
school, and a heavy academic load. Responsibilities related to holding a job while in school will
certainly compound to a heavy academic load which is bound to result in stress. This is really

17
challenging, as one has to financially rely on a job for sustenance. This and other stressors are
expounded below;

4.1 PERSONAL FACTORS AS A SOURCE OF STRESS

4.1.1 COMBINING JOB WITH STUDIES

Many take part -time job or short term job during their period of studies. Some of them do this to
gain experience for the future and also other to support their studies and themselves financially.
Although working while in school is very beneficial to a student it also causes a lot of stress for
them which might be too difficult to handle. Students will not have much time to study for their
quizzes or exams and some even miss a lot of classes because they will be worn out or tired by
the time they come back from their workplace. Students turn to face a lot of challenges when
they combine work with studies.

4.1.2 FINANCIAL DIFFICULTIES

It is definitely not a conducive experience when a student has to handle dual challenges of
academics and financial constraints. Life becomes very challenging when a student is behind on
bills payment; for when deadlines are not met and bills stares at you, it is enough to get a student
tensed and depressed.

4.2 RELATIONSHIPS AS A SOURCE OF STRESS

This bond that is created between students can at times turn to be a burden on them and others to
turn out to be victims of relationship abuse. Relationship abuse is an example of oppressive and
coercive practices used to keep up force and control over a previous or current cozy accomplice.
Abuse can be enthusiastic, money related, sexual or physical and can incorporate dangers,
seclusion, and terrorizing. Abuse has a tendency to raise after some time. All these relationship
issues can be in the form of change in a relationship, conflicts with a roommate, working with
people you don't know, contact with strangers and family problems. The student turns to stress
up to about these issues and begins to think a lot about ways to solve them which leads to them
being distracted or having divided attention from academic work. In view of this relationships
might look very simple and easy but at the long run, they really cause so much stress than one
can imagine especially in the life of students.

18
Personal factors happen to really cause so much stress than it can be possibly imagined and they
also play a very important role in the various aspect of the life of a student. These factors vary
from person to person that results in a different set of perceptions, attitudes and behaviors.
Personal factors can take a form of so many ways which one way or the other affect student
performance and stress them up.

4.2.1 DIVORCE BETWEEN PARENTS

Major life changing events or happens can be very stressful to everyone, especially students.
Unpleasant events like the divorce of parents make the student not be themselves because they
become victims of broken homes. Divorce takes away the happiness students have and once that
happiness they lose themselves and reflect on the past which stresses them up at the long run.

4.2.2 HEALTH PROBLEMS

Health issues are a concern to everyone because bad health causes a lot of damage to the life of a
person. In the life of a student, health problems cause a lot of stress and these stress turn out to
even make the conditions worst by adding insult to injury. Stress can lead to physical symptoms
including headaches, upset stomach, elevated blood pressure, chest pain, and problems sleeping.
Research suggests that stress also can bring on or worsen certain symptoms or diseases. Poor
nutrition and unhealthy eating habits can increase a student's stress level, according to the
Physicians Committee for Responsible Medicine. Diets that can build stress levels in
understudies incorporate those that are high in fat, caffeine, sugar and refined starches. Examples
of stress inducing foods are sodas, energy drinks, doughnuts, candy bars, processed snack foods,
white bread, and French fries. A healthy diet that helps to reduce stress includes foods that are
low in fat and high in fiber and complex carbohydrates. Such foods include fruits, vegetables,
whole grains, nuts and lean proteins.

4.3 ACADEMIC FACTORS AS A SOURCE OF STRESS

There are some factors that happen in the academic curriculum that causes so much stress to
students. So many things take place in the day to day activities of the academic processes that
make students stress up. An increase in class workload stresses up students in the sense that
when students have to do more than they can handle, they turn to get frustrated and are unable to
focus and think straight. Students will overschedule their plans to meet up with the class

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workload in other to get good grades but eventually because these tasks are too much for them,
they end up messing everything up. Especially in situations where there are a lot of assignments
to do after having a very long day at work makes students more confused.

Too many can also make student to be stressed in the sense that, when a student is undergoing so
many courses in school and each of these courses are also demanding it make the student not
have enough time to handle all these courses to their perfection and once that happen the student
turns to think so much and as a result will be stressed up and this will have a great effect on the
academic performance of the student.

It is the desire of every student to excel in their field studies as such high grades mean a lot to
students. In situations where students believe they expect a higher grade but at the end get a
lower grade than they expected it weighs them down and kills the motivation they have. Once
this happens students start to think a lot about what they didn't do, where they went wrong and
most times are not able to find answers to those questions. In the long run, they become stressed
up with that and are not able to do everything right again.

4.3.1 NUMBER OF STUDYING HOURS

Another academic factor is the number of studying hours. Every student has a life outside the
academic curriculum and environment. When a student has to compromise and use their personal
time for other activities for studies, they turn to get bored and lose interest in studies. In the long
run, this situation stresses them up which causes them to lose focus on academic work. As the
saying goes "all work and no play make Jack a dull boy ", it also applies to students since they
will become dull if all they do is to use their private time for studies and not have time for
themselves.

4.3.2 LANGUAGE DIFFICULTIES

Language proficiency may have a profound effect on an individual's ability to learn and develop,
due to its key role in the transmission of information and regulation of cognitive processes
(Binder & Smith 2013). Language is one factor that has so much influence on the life of a
student. Language is the only means to communicate freely, so if students are having issues
understanding the language been used in the academic process it becomes a big challenge to
them and they will eventually start thinking about it. Once this happens they become frustrated

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and stressed up when even they have communicated and in the long run affects their
performance on assignments, tests, and exams.

4.3.3 PROCRASTINATION

Procrastination, as they say, is the thief of time, one attitude that is very common among a lot of
students is procrastination. Procrastination is the avoidance of doing a task which needs to be
accomplished. It is the act of accomplishing more pleasurable things set up of less pleasurable
ones or completing less critical errands rather than more pressing ones, in this manner putting off
approaching assignments to a later time. When student keeps doing this they lose interest in
doing that particular task or assignment and once the loss of interest sets in stress follows up
since they will be thinking how to meet up with the deadline for the assignment or task.

4.3.4 EXAMINATIONS

Periods for examinations causes so much stress in students than one can imagine. Examination is
the only means for a student to prove that he deserves a better grade for a course and due to these
students think a lot and also revise everything they have learnt during the whole period of the
cause, in doing so, some students get confused about some topics they thought they knew and
still others also don't know where to begin their studies from. The thought of these problems
makes them frustrated and confused which in the long run stresses them up.

4.3.5 MISSING LECTURES

It is the desire of students to miss lectures or skip school. Although some students wake up and
decide to miss lectures or school, others also have to do that due to circumstances beyond their
control. When some students miss class or lectures they become disturbed and worried especially
if the course is one they have difficulties in understanding. When this happens they start to
wonder how they will make up for the lessons they lost so as they will be on the same pace with
their fellow colleague in school. The thought of finding ways to make up with lessons which
they have issues in becomes a burden and stress them up beyond imagination.

4.3.6 FRUSTRATION DUE TO MISUNDERSTANDINGS

A lot of students get frustrated when they don’t understand what is being taught by the teachers
in class. Some also misinterpret what the teacher said in a different way or meaning. This

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frustration leads to students being stressed up because they wonder how they will pass the course
because they hardly get what the teachers say in class.

4.3.7 ENVIRONMENTAL FACTORS

The environments students leave in plays a major role in how their life will be in school. Some
students turn to adapt to new environment whiles others also feel discomfort being in a new
environment. The environment student finds themselves in can stress them up which may cause
them not focus on their studies or other academic issues and work.

4.3.8 CHANGE IN LIVING ENVIRONMENT

The reality that stress occurs when an event or stimulus requires us to change in some way
makes a change in living environment a stressful experience. Apart from moving from home to
school, our daily bumping into new faces on campus, disorders from roommates, etc. is tensed
experience. The somewhat burdensome nature of student-life causes a drastic change in sleep
pattern. More to the point, this newly adopted pattern is unstable, as it is often tied to academic
workloads and/or tasks at hand.

4.3.9 LACK OF VACATIONS OR BREAKS

The human body is in such a way that it needs some rest and break from time to time. In a
situation where students have to be in the learning and teaching environments for long period of
times affects the cognitive thinking of the students. They became tired and lazy to continue the
studies. These feelings, in the long run, makes the students stressed up since the body does not
have enough energy and zeal to continue with the teaching and learning process.

4.4.0 COMPUTER PROBLEMS

Students are in the era of technological world and as a result of that most aspect of the human
life is adapting to changes to suit the environment to avoid difficulty, these changes do not only
affect humans but also institutions. The introduction of information technology and also
computers have done a lot of good to schools and students especially but on the other hand, has
also created problems for certain students. Most students lack the skills of using the computer for
academic purpose and unfortunately for most of the curriculum in our modern schools makes so

22
much use of the computer and this creates so many challenges and discomfort for the student
which cause them to start thinking and become stressed up eventually.

4.4.1 BAD LIVING CONDITIONS

Living conditions of people place a major role in the feeling and thinking of students. When
students live in a condition which is difficult to afford some basic amenities of life they really
live unhappily and this affects almost all the aspect of their life. Therefore, when they start to
ponder about this issues they get stressed up and lose focus.

4.4.2 PLACED IN UNFAMILIAR SITUATIONS

There are a lot of situations that when someone finds themselves in, they become frustrated and
try to find ways and means out of that situations. Students are also victims of some of these
situations. Certain issues take place in school which might involve a student whence he or she
knows nothing about that situation and most often they are unpleasant ones. Students become
disturbed and worried when they find themselves in such situations and thinking about that tends
to stress them a lot.

4.4.3 FEAR

Fear is one of the biggest problems student face each day in and out in their academic life. Fear
in a student can be about failure or talking in public. When a student has the fear of failure they
are always scared to undertake any initiative even when they know it's the right thing to do due
to this they always stress up when they are confronted with such situations. It's the same with
fear of talking in public. They always try to escape public so as not to talk.

4.4.4 FUTURE WORRIES

The thought of how the future will turn out is a burden for most students, especially if the field of
their studies is one that has difficulties in finding a job. Students get stress up when they think of
what they will do in the future and most of these thoughts is about whether they will be a burden
to the society or they will be an impact of it.

4.4.5 UNREALISTIC EXPECTATIONS

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There are so many expectations of students which in the real life seems impossible and most
often their colleagues or friends make fun of them whenever they talk about it. However, these
expectations at times can be attainable but because of how unrealistic they sound it makes them
wonder what they have to do to achieve them and get stressed up finding ways to do that.

And also refers to other people’s work done before

5.0 DISCUSSION

Teachers often emphasize the acquisition of knowledge, so they often neglect the emotional
feelings of students during the teaching process, which can cause emotional stress and learning
problems for students. In addition, students may feel unfamiliar situations like nervousness,
worry, frustration, abasement, depression, etc. The instability of these emotions easily initiates
unusual behaviour, which then affects the learning achievements and adjustment ability of
students if appropriate timely counselling is not given by the schools, teachers and parents, or if
they cannot obtain appropriate concern from their peers or siblings (n.d, retrieved on May 28,
2018).

The results indicate that university students experienced a (level of stress whether high or
moderate or low) stress level and the main factor is the social factor and this may due to the fact
that students come from different cities and they have new relations, in addition to the type of
social life at the campus. In addition, most students live in campus away from their families. The
analysis of the social factor items shows that students have problems in social communication.
The second factor affects student’s mental health and causes stress to them is the academic
factor, students feel unhappy with the university climate and they need more academic
counselling to solve their problems and according to that their continuous assessment (c.a)
decreased so they were worried about their academic progress. These factors cause the students
many physical problems such as difficulty of sleeping and feeling tired and pain. The results
indicate that female students had more stress than males; this could be explained by the fact that
(this is an assumption will indicate after the research is done). The transition shock from school
to university explains the high stress of the 1st year students (presumptuously; let us decide
which year we going to focus on).

24
This research used relevant literature as the basis of identifying the causes of stress from
different angles, to assist lecturers in understanding the related problems of stress faced by
students in contemporary universities and colleges, thereby proceeding to provide assistance and
preventive measures. Consequently, the research is of great value and importance.

6.0 CONCLUSION

In summary, the University should consider offering services such as time management to help
students manage their time wisely and coping strategies through counseling programs for
students during their studies. These strategies to empower university students to manage stress
may prove to be beneficial. Programs that identify stressors and provide information on stress
reduction and burnout prevention can help students learn to better cope with stressful
experiences. Subsequently, better coping skills are associated with decreased anxiety levels and
decreased risk for academic failure. The literature suggests that stress is a common theme among
The university of Zambia students, and when stressful experiences are greater than the coping
resources, multiple problems often arise. Hence, programs which assist in the identification of
stressors, and focus on prevention of burnout, and counseling regarding coping strategies should
enhance student success.

7.0 LIMITATIONS OF THE STUDY

One important limitation of this study was used a small sample of students, drawn from just one
university in Lusaka. This finding cannot be generalized for students in other university degree
programs. Repeat of this study with a larger, stratified random sample would expand knowledge
of stress among tertiary students. Moreover, due to lack of time, funds, this survey could not be
carried out to all the other Unza school departments neither can it be feasible to apply the
findings countrywide. Further, the respondents’ responses also posed a challenge, since many
students felt they would be victimized and stigmatized.

8.0 RECOMMENDATIONS FOR FUTURE RESEARCH

Interventions for these students are needed and repeating this study in other universities is
recommended. Therefore, the researcher recommends that further research would develop the
understanding of stress among undergraduates with different universities across the country.
Specifically, future research should use larger sample size from other institutions to support these

25
findings which will also help university officials to control the stress factors for students. The
researchers recommend that the university decision makers provide students with a
psychological, social and academic counselling in order to decrease the students stress. So they
can achieve better and have a good mental health. They have to involve students with different
activities to reduce the gaps between them; also they have to provide students with a suitable
teaching and learning methods in order to decrease their academic stress. Lastly, religious
orientations should be adopted as coping methods by the majority of students who experience
higher levels of stress and tension due to academic demands.

Although we used quantitative method in this research, we advise future researcher on this same
topic combined both qualitative and quantitative to get an in-depth theory about the study. In this
case Personal interview is very important to get more real evidence of the challenge of stress.

26
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