Workload and Stress Scale in students

Document Type:Research Paper

Subject Area:Psychology

Document 1

The researcher conducted a purposive sampling to collect the data and 33 participants were included in the study which consisted of 25 females and 8 males. The respondents were divided into two groups of 17 and 16 respondents to be involved in a study task of responsibility and hobby task respectively. The participants were required to provide a scale of the level of frustration after being involved in the study at a scale of 1-10. The scale was provided at an increasing order where scale1 represented zero frustration levels while scale 10 represented extreme frustration levels. From the results obtained the respondents involved in the responsibility tasks the mean frustration scale was 6. The study shows that the academic performance of students who work 10-19 hours per week were superior to all other groups (Dundes& Marx, 2007).

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Interestingly, this study effectively refutes the logical expectation that students who do not work or those who work less than 10 hours per week are more likely to put effort on studies, and the result shows that students who work 10-19 hours per week are more likely to perform well at school. Thus, Dundes and Marx suggest that this result is due to increased discipline and developing coping strategies for stress. Similarly, another study suggests that there is no significant relationship between the stress score, the year of study and academic workload among biomedical science undergraduates in Malaysia (Alshaggaet. Al, 2015). Furthermore, the study shows that the stress level is particularly higher in medical students and law students compared to economic and physical education students among the undergraduates due to heavy workload (Yusoff&Esa (2012).

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Similarly, a study shows that there is a strong correlation between workload, stress among college students and GPA (Savescue el al. In the terms of extreme performances, which refers to high performances (Above 60%) and low performances (below 60%), 11% of non-working students have very high grades compared to only 3. 7% of working students. More importantly, 45% of working students are likely to report high stress compared to 26. Afterwards, we will analyze those workload and stress levels to address the hypothesis. We hypothesize full-time college students with heavier workload are more likely to feel stress with the difficult task compared with full-time college students with less workload. Method session Participants There are total of 33 participants from Introduction to Research Methods Lab session 8 and session, including 25 females (76% of the respondents) and 8 males (24% of the respondents).

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Because all participants are from the same psychology research methods class, it is purposive sampling. The age range of the participants was 19-27 years old; race of participants was not included in our study, and the participants were not compensated. In addition, all participants were requested to work on the same scrambled work task and were given a period of 30 minutes to complete the task. All the participants filled participated in the tasks provided for the study. The participants were asked to fill out the frustration scale after the scrambled work task. The researcher informed the respondents that the results obtained from the study would be treated as confidential and their response was highly appreciated for the completion of the study.

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Results This research used 33 persons to conduct the survey and the questionnaires were recorded after the respondents were involved in the tasks to determine the level of stress after the task was performed i. 68017, Se= 0. 67004) t (31) =2. 744, p=. The slight difference in result of the study is illustrated by the figure 1. Results indicated that the frustration level (Y) and the workload (X) were significantly correlated r (31) =. The scale on the frustration level was ranging from 1-10 where 1 meant that there is no level of frustration and as the scale number increases the level of frustration increases gradually, where a scale of 10 represents extreme level of frustration. The mean scale for the group that performed the responsibility tasks was slightly higher than those that performed the hobby task.

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However, the difference in their standard deviation was quite large and the group that performed the hobby tasks had a higher variation of frustration level ranging from very low to very high frustration levels. This means that despite responsibility and hobby tasks having the same level of mean frustration, hobby tasks have recorded some low level of frustration from some of the respondents which is not the case for the responsibility tasks. The reason that might have caused slight difference of the observed results is the failure to repeatedly over some time to clearly determine how the observed results differ over the period. Z. M. , Behzadnia, A. , Jasamai, M. , Al-Absi, A. Balancing work and academics in college: Why do students working 10 to 19 hours per week excel? Journal of College Student Retention Research Theory and Practice, 8, 107-120.

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