Sources Of Stress Among College Students

College Student Journal, June, 1999 by Shannon E. Ross, Bradley C. Niebling, Teresa M. Heckert

Note. (a) n = 100

In our sample, intrapersonal sources of stress were the most common source of stress. Interestingly, three of the top five sources of stress listed by the participants were intrapersonal sources. The five most frequently stressors were, in order: change in sleeping habits (89%), vacations/breaks (82%), change in eating habits (74%), new responsibilities (73%), and increased class workload (73%). It is important to note that this data was collected in the Spring Semester, a time in which many people were planning spring break trips. This may have raised the number of responses for taking a break or vacation. Financial difficulties (71%) and change in social activities (71%) were also frequently reported stressors. The five least frequently reported stressors were; death of a friend (6%), severe injury (5%), transferred schools (3%), engagement/marriage (2%), and divorce between parents (1%). Quitting one's job (8%) was also a infrequently reported stressor. Another interesting result was that, in a college setting, events such as missing too many classes (21%) and arguing with an instructor (11%) only comprised 15% of the total responses.

This study represents a first step in understanding sources of stress for college students. We were able to identify which sources of stress occur in the lives of these students. Additionally, research should expand on these findings by determining the degree of stress resulting from each source. Such research would permit conclusions on which stressors are most detrimental or severe and which stressors have a negligible effect. This information could be useful in designing a stress intervention by suggesting the focus and content of the workshop. For example, new responsibilities, waiting in long line, and holding a job, were commonly reported sources of stress. If the most potent sources of stress are related to the varying demands on a student's time, then time management training would be a necessary component of a successful workshop. Conflict management training might also be another valuable area to cover in a stress management workshop, given the high level of reported roommate conflict. Another frequently reported source of stress for college students was receiving a lower grade than expected. Perhaps teaching students ways to deal with unexpected stressors would be another valuable component of a stress management workshop. The high number of reported computer problems is a relatively new area of stress research for a college population, and should be researched further.

Another important factor to consider when studying stress is to explore which sources of stress are motivating and beneficial, and which sources of stress are detrimental. It has been established that moderate amounts of stress help motivate us and, at times, increase our performance (Moore, Burrows, & Dalziel, 1992). The outcome of stress may be dependent upon its source and its severity. This possibility should investigated in future research. Given that our sample was drawn from a single campus organization, future research should verify our findings with a more diverse sample.