Student Stress Definition

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College students in general magnify the dynamic relationship between the person and environment in their stress perception and reaction to those stressors, such that the problems and circumstances students face may be different from those faced by their nonstudent peers (Hirsch & Ellis, 1996).
The environment that students have to live in is different from their nonstudent peers. Students are subjected to frequent evaluations, tests and assignments (Wright, 1964). Academically, pressure on students is very high in terms of achieving good marks and earning a degree (Hirsch & Ellis, 1996). In addition to academic pressure, pressure in a student’s life can take many forms such as interpersonal relationships with faculty and peers, time constraints,
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It is often deliberated as an important factor in determining personal success as a student, teacher, parent, and leader.
He postulated two broad aspects of emotional intelligence, one being to understand oneself, one’s goals, intentions, responses etc., and the other, understanding others and their feelings. He stated that one’s ability to understand oneself and others can be assessed through four major domains- self-awareness, self- management, social awareness and relationship management.
Stress as defined by Richard S Lazarus is a condition or feeling experienced when a person perceives that demands exceed the personal and social resources the individual is able to mobilize (Nikunj, 2015). Stress is inevitable among final year college students as there are several pressures ranging from academic achievements, to making career choices, to campus placements (Madhyastha, Latha, & Kamath, 2014, p.
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Mhalkar, George, & Nayak (2014) subjected low and very low emotional intelligence students to an emotional intelligence enhancement program post of which there was significant emotional intelligence enhancement, in addition to better coping strategies like positive reappraisal and seeking social support. In a study by Shah and Thingujam (2008), it was found that coping processes adopted by students depend partly on one or more emotional skills, especially emotional self- regulation, which closely associated with most of the coping strategies (Shah & Thingujam, 2008,
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