Stress elimination methods used by students from chosen

Stress elimination methods used by students from chosen

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Stress elimination methods used by students
from chosen universities in Szczecin
(Sposoby eliminacji stresu wśród studentów wybranych szczecińskich
uczelni)
P Zabielska 1,A,D,E,F, A Kotwas 1,B,C
Abstract – Introduction: Stress is an inherent part of students’
lives. Given that consequences of stressful situations are dangerous to health, people apply various methods and strategies
to fight them.
The aim of the study: The study was designed to find out what
methods for eliminating stress are applied by students from
chosen universities in Szczecin.
Material and research methods: The study was conducted on
350 students from universities in Szczecin. The group consisted of 176 women and 174 men, aged 19-26, out of whom 149
persons study at the Pomeranian Medical University, 103 at the
University of Szczecin, and 98 at the West Pomeranian University of Technology. The research material was collected with
the use of the Mini-COPE Inventory and the authors’ selfdevised questionnaire.
Research results: The largest part of the respondents (39.14%)
indicated studies to be the main source of stress. The majority
(61.14%), however, admitted feeling strong stress rarely. The
survey revealed a correlation between gender/university and a
frequency with which strong stress appears. Sweating was the
most frequent stress-related symptom indicated by the students
(39.14%), and the survey showed a correlation between gender
and stress symptoms, whereas there were no such differences in
terms of stress-coping methods.
For the greatest percentage of students (48.29%) physical activity was the most popular means of copying with stress, while
negative health behaviours were reported by the fewest. Students eliminated stress by undertaking physical activities and
various forms of entertainment, dependent on their university.
The study revealed gender differences in stress eliminating
strategies – men coped with it using sense of humour, whereas
women sought emotional and instrumental support.
Conclusions: Studies are the main source of stress, which manifests itself by excessive sweating. To cope with stress, students
adopt practices which are positive for health. Choice of methods for dealing with stress depends on the type of the university, while gender determines the strategy employed to reduce it.
Streszczenie – Wstęp. Stres jest nieodłącznym elementem życia
studentów. Następstwa sytuacji stresowych są niebezpieczne
dla zdrowia, dlatego człowiek stosuje różne sposoby oraz strategie radzenia sobie z nimi.
Cel pracy. Celem pracy było poznanie sposobów eliminacji
stresu wśród studentów wybranych szczecińskich uczelni.
Materiał i narzędzia badawcze. W badaniach wzięła udział 350
osobowa grupa studentów uczelni szczecińskich. Grupa ta
obejmowała 176 kobiet oraz 174 mężczyzn w wieku od 19 do
26 lat. Spośród badanych -149 osób to studenci Pomorskiego
Uniwersytetu Medycznego, 103 Uniwersytetu Szczecińskiego
oraz 98 Zachodniopomorskiego Uniwersytetu Technologicznego. Do uzyskania materiału badawczego posłużono się kwestionariuszem ankiety własnego autorstwa oraz testem miniCOPE.
Wyniki badań. Największa część badanych (39,14%) wskazała
jako główną przyczynę stresu studia. Silny stres jest rzadko
odczuwany przez większość badanych (61,14%). Wykazano, iż
istniała zależność pomiędzy płcią oraz typem uczelni a częstotliwością odczuwania silnego stresu. Najczęstszym objawem
związanym ze stresem wskazywanym przez 39,14% studentów
była potliwość. Badania wykazały, iż istniała zależność między
płcią a objawami związanymi ze stresem, natomiast nie wykazano różnić międzypłciowych w sposobach radzenia sobie ze
stresem. Największy odsetek respondentów – 48,29% wskazał,
iż najczęstszym sposobem radzenia sobie ze stresem była aktywność fizyczna, a najmniej popularnym - negatywne zachowania zdrowotne. Studenci eliminowali stres poprzez uprawianie aktywności fizycznej i rozrywkę co było zależne od typu
uczelni. Wykazano różnice międzypłciowe w strategiach radzenia sobie ze stresem – mężczyźni stosowali poczucie humoru zaś kobiety wsparcie emocjonalne i instrumentalne.
Wnioski. Główną przyczyną stresu są studia, objawia się on
poprzez nadmierną potliwość. Studenci wykorzystują pozytywne zachowania zdrowotne jako sposób radzenia sobie ze
stresem. Dobór sposobów radzenia sobie ze stresem jest uzależniony od typu uczelni. Płeć jest elementem warunkującym
dobór strategii radzenia sobie ze stresem.
Key words - stress, students, mini-COPE test.
Słowa kluczowe - stres, studenci, testem mini-COPE.
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Author Affiliations:
1. Chair and Department of Public Health at the Pomeranian Medical University in Szczecin
Authors’ contributions to the article:
A. The idea and the planning of the study
B. Gathering and listing data
C. The data analysis and interpretation
D. Writing the article
E. Critical review of the article
F. Final approval of the article
Correspondence to:
Paulina Zabielska, Żołnierska 48, PL-71-210 Szczecin
Accepted for publication: July18,2014.
I. INTRODUCTION
ccording to the WHO, around 400 m people suffer
from stress [1]. Chronic stress is harmful to physical
and mental health by causing the feeling of loneliness, helplessness or lack of any prospects. It hugely
affects human emotions, vitality, sense of happiness,
meaning of life and mood [2,3,4,5,6,]. Stress is a complex phenomenon which triggers a multifactorial reaction
of the organism and disturbs homeostasis in the human
body. Both in professional and personal life men are
constantly exposed to stress. On the basis of current research, stress factors can be divided into pathogenic
stimuli which include infections or pain and injuries, and
stimuli dependent on psychological factors. Then,
sources of stress are subdivided into chronobiological,
sociological and psychological groups [7,8,9,10]. Despite such a clear classification, in everyday life stress
factors usually appear as complex combinations. Events
related to an overload or loss are usually considered most
stressful in life. From amongst them, a lot of weight is
attached to “hospital-related situations”, changes in profession, examinations, deaths of relatives, family conflicts, and even emotional disappointment [11,12].
In line with Lazarus and Folkman’s theory, when reacting to stress, human refers to current stressful situations. He makes use of defined intentional actions, but
does not rely on automatic adaptive behaviours
[13,14,15]. Great significance is attached to individual
resources of resistance which play a special role in copying with stress. According to Radmacher and Sheridan,
A
37
they include physical, cultural, educational, material,
interpersonal and information resources [16]. In an attempt to define a specific stress management model, it is
necessary to refer to an individual’s different behaviours
in a stressful situation. Heszen-Niejodek defined stresscopying style as “a repertoire of strategies available to
cope with stressful encounters that are specific for an
individual” [17]. Such an approach echoes definitions
proposed by Wrześniewski, Endler and Parker [18,19].
In 1987, Dr Miller developed one of the first classifications of stress-copying styles. She distinguished two
styles, out of which the first consisted in focusing on
one’s own response and/or a stressor, while the second
put emphasis on quite the opposite, i.e. diverting attention from individual responses and stressors. Each style
refers to various behavioural and cognitive strategies. In
fact, Miller’s coping styles can be treated as two independent approaches: avoidance and confrontation. Following this line of thought, it is possible to distinguish
four, instead of two, coping styles [20,21]. From amongst
numerous classifications of stress-coping styles, Endler
and Parker’s model deserves special attention. It comprises task-, emotion- and avoidance-oriented coping
styles [22, 23, 24, 25] which fulfill two key functions:
instrumental and regulatory [26]. Thus, an individual’s
decision to adopt a given strategy depends on a situation
and the coping style which is characteristic for that person [27].
Fight with effects of stressful situations begins with
identification of sources of stress and adoption of effective coping strategies. According to Aaron Antonovsky,
an important role in this action is played by a sense of
coherence because it allows people to get through even
the greatest stress, and maintain good physical and mental health [28, 27, 29]. A proactive coping approach,
developed by Ralph Schwarzer and Steffen Taubert, is
worthy of attention, too [30, 22, 31].
At the core of all existing theories lies one “remedy”
for stress in the life of a contemporary man: involvement
in contacts with the surrounding world, physical activity,
specification of certain life philosophy and psychophysical relaxation [32].
The purpose
The main purpose of the study was to find out what
methods for eliminating stress are applied by students
from chosen universities of Szczecin.
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frequency
rarely
214
(61.14)
96
(54.55)
118
(67.82)
75
(50.34)
67
(65.05)
72
(73.47)
often
124
(35.43)
72
(40.91)
52
29.89)
64
(42.95)
34
(33.01)
26
(26.53)
constantly
12
(3.43)
8
(4.55)
4
(2.30)
10
(6.71)
2
(1.94)
0
(0.00)
Table 1. Main sources of stress
Main source of stress
n
%
Studies
137
39,14
Lack of career prospects
58
16,57
Emotional contacts
53
15,14
Financial situation
45
12,86
Social contacts
22
6,29
Family
21
6,00
Health condition
19
5,43
University of
Szczecin
n (%)
WestPomeranian
University of
Technology
n (%)
Table 2. Correlation between gender, university and frequency of feeling strong stress
Pomeranian
Medical
University
n (%)
The students were asked to define the main source of
stress in their lives. Studies were the most frequent reply
to this question (137 persons/ 39.14%), but 58 students
(16.57%) also selected “lack of career prospects”. In
contrast, social contacts (22 persons/ 6.29%), family (21
persons/ 6%) and health condition (19 persons/ 5.43%)
were among the least frequent answers given by students
(Table 1).
men
n (%)
III. RESULTS
women
n (%)
The material subject to analysis was information received from 350 students, aged 19-26 (176 women and
174 men), from the Pomeranian Medical University, the
University of Szczecin and the West-Pomeranian University of Technology. The materials were obtained on
the basis of the authors’ own questionnaire and miniCOPE inventory. The questionnaire was anonymous.
The research included elements of statistical description
and inference. The analysis was based on a nonparametric chi-square test, a Mann-Whitney U test for independent samples, Kruskal-Wallis test for independent samples
and Cramér's V measure. The agreed value of statistical
significance was p = 0.05.
In a question concerning strong stress, students were
requested to provide answers on a three-point scale. Most
of them experience strong stress rarely (214 persons/
61.14%), 124 persons (35.43%) frequently, while 12
persons (3.43%) feel it constantly (Table 2). The study
investigated whether there is any link between gender
and frequency with which strong stress is experienced.
The analysis revealed a statistically significant correlation (chi^2=6.81; p < 0.05) with weak association measure (V = 0.14) between variables. The women questioned
experienced strong stress more often than men. Also, an
analysis concerning the relation between university and
frequency with which strong stress appears found that
such higher and statistically significant frequency characterises students from the Pomeranian Medical University
much more than the rest of respondents (chi^2=18.98;
p<0.05). Association measure between variables was
weak (V=0.14).
total
n (%)
II. MATERIALS AND METHODS
38
Answers describing stress-related symptoms were also
subject to analysis. The form of the questionnaire allowed for multiple choices. Most people (137/ 22.64%)
selected sweating, while 105 persons (17.36%) indicated
trembling and 96 (15.87%) lack of appetite. Aggressive
behaviours and increased appetite (75 persons/ 12.40%)
were reported similarly often, while crying and nervous
bursts of laughter were identified by 55 (9.09%) and 36
(5.95%) respondents, respectively. Other answers, selected by 26 respondents (4.30%), included an alcohol
craving, sleepiness, hyperactivity, a stomach ache, accelerated heartbeat, disquietude, nausea, irritation, lack of
concentration, frequent urination, blank mind, and sadness (Table 3). An analysis of gender and stress symptoms revealed a statistically significant correlation be-
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tween two variables (chi^2=46.23; p<0.05). Their association measure was weak (V = 0.28).
39
Table 4. Correlation between gender, university and
stress-coping methods
Trembling
51 (15.99)
54 (18.88)
Aggressive behaviour
37 (11.60)
38 (13.29)
75 (12.40)
Crying
47 (14.73)
8 (2.80)
55 (9.09)
Increased appetite
Nervous bursts
of laughter
Other
52 (16.30)
44 (15.38)
96 (15.87)
47 (14.73)
28 (9.79)
75 (12.40)
22 (6.90)
14 (4.90)
36 (5.95)
15 (4.70)
11 (3.85)
26 (4.30)
Another question in the questionnaire concerned stresscoping methods. The form allowed for multiple choices
(Table 4). 169 respondents (20.12%) admitted to doing
some physical activity and 171 (21.31%) to using certain
forms of entertainment to cope with stress. A slightly
smaller group sought support of others or found sleeping
an effective stress countermeasure (110/ 1,31 and 99/
11,79, respectively). A definite minority of respondents
opted for practices regarded negative and unhealthy, including overeating (51, %), suppression of emotions (35,
%), or aggression (28, %).
In addition, a correlation between gender and stresscoping methods was investigated, and the results of this
analysis revealed a statistically significant distinction
between female and male groups (Chi^2=52.31; p<0.05).
The association measure of the variables analysed was
weak (V = 0.25). Likewise, university and stress-coping
methods were subject to analysis; it revealed a statistically significant correlation between these two variables
(Chi^2=64.86; p<0.05) with a weak association measure
(V=0.20).
WestPomeranian
University of
Technology
n (%)
89 (31.12)
University of
Szczecin
n (%)
48 (15.05)
Pomeranian
Medical University
n (%)
Sweating
Lack of appetite
total
n (%)
137
(22.64)
105
(17.36)
men
n (%)
men
n (%)
women
n (%)
women
n (%)
total
n (%)
symptoms
Stress-coping
methods
Table 3. Stress symptoms by gender
Physical
activity
169
(20.12)
75
(17.28)
94
(23.15)
34
(12.10)
81
(28.72)
54
(19.49)
Seeking
support
of others
110
(1.31)
73
(16.82)
37
(9.11)
42
(14.95)
31
(10.99)
37
(13.36)
Using
drugs and
tranquillisers
79
(9.40)
38
(8.76)
41
(10.10)
40
(14.23)
15
(5.32)
24
(8.66)
Relaxation
methods
45
(5.36)
27
(6.22)
18
(4.43)
13
(4.63)
17
(6.03)
15
(5.42)
Aggression
28
(3.33)
9
(2.07)
19
(4.68)
9
(3.20)
11
(3.90)
8
(2.89)
Crying
39
(4.64)
36
(8.29)
3
(0.74)
23
(8.19)
8
(2.84)
8
(2.89)
Sleeping
99
(11.79)
48
(11.06)
51
(12.56)
32
(11.39)
30
(10.64)
37
(13.36)
Overeating
51
(6.07)
31
(7.14)
20
(4.93)
26
(9.25)
5
(1.77)
20
(7.22)
Suppressing emotions
35
(4.17)
15
(3.46)
20
(4.93)
8
(2.85)
16
(5.67)
11
(3.97)
Entertainment
and
hobbies
179
(21.31)
80
(18.43)
99
(24.38)
52
(18.51)
66
(2.34)
61
(22.02)
Other
6
(0.71)
2
(0.46)
4
(0.99)
2
(0.71)
2
(0.71)
2
(0.72)
The Mann-Whitney U test analysis for independent samples was carried out in order to examine differences in
terms of the choice of stress-coping strategies between
men and women. Table 5 below shows its results
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Table 5. Test results and statistical descriptive data concerning stress-coping methods by gender
Stresscoping
strategies
Active stresscoping methods
Planning
Women
n
Me
n
Me
176
1.97
174
1.96
176
Positive reevaluation
176
Acceptance
176
Sense of
humour
176
Turning to
religion
176
Seeking
emotional
support
Seeking
instrumental
support
176
1.92
1.70
1.63
1.07
0.88
1.96
Table 6. Testing results and descriptive statistical data
concerning stress-coping methods by university
n
Me
n
Me
WestPomeranian
University of
Technology
n
Me
Active
stress-coping
methods
149
1.89
103
2.01
98
2.04
3.25
2
0.197
Planning
149
1.85
103
1.83
98
1.95
1.68
2
0.432
Positive reevaluation
149
1.63
103
1.67
98
1.64
0.66
2
0.720
Acceptance
149
1.60
103
1.67
98
1.70
1.48
2
0.477
Sense of
humour
149
1.19
103
1.19
98
1.18
0.14
2
0.931
Turning to
religion
148
1.11
103
0.61
98
0.81
19.06
2
<
0.001
149
1.90
103
1.69
98
1.72
5.26
2
0.072
149
1.80
103
1.53
98
1.74
5.33
2
0.070
Dealing with
other things
149
1.77
103
1.63
98
1.84
3.90
2
0.142
Denial
149
1.27
103
0.86
98
0.67
39.78
2
<
0.001
149
1.63
103
1.15
98
1.44
26.95
2
<
0.001
149
1.16
103
0.76
98
0.63
20.71
2
<
0.001
Men
174
174
174
174
174
174
1.82
1.59
1.66
1.31
0.88
1.61
Z
p
0.22
0.829
1.04
1.61
0.44
3.04
0.07
3.92
40
Stresscoping
methods
Pomeranian
Medical
University
University of
Szczecin
Chi^
2
df
p
0.298
0.108
0.659
0.002
0.944
0.000
Seeking
emotional
support
Seeking
instrumental
support
176
1.85
174
1.55
3.24
0.001
Dealing with
other things
176
1.81
174
1.68
1.38
0.167
Denial
176
1.11
174
0.85
3.10
0.002
176
1.51
174
1.36
1.97
0.048
176
0.83
174
0.96
1.46
0.143
Doing nothing
176
0.84
174
0.71
1.59
0.111
Doing nothing
149
1.05
103
0.57
98
0.59
37.88
2
<
0.001
Self-blaming
176
1.39
174
1.26
1.35
0.178
Self-blaming
149
1.62
103
1.06
98
1.17
32.15
2
<
0.001
Giving vent
to one’s
feelings
Taking in
psychopharmaceuticals
The analysis revealed statistically significant differences
in stress-coping methods between men and women:
 Sense of humour – men use it to deal with stress
more often than women;
 Seeking emotional support of others – women
employ this method more often than men;
 Seeking instrumental support – likewise, women
employ this method more often than men;
 Denial – women cope with stress by denial more
often than men;
 Giving vent to one’s feelings – women cope with
stress in this way more often than men.
The Kruskal-Wallis test analysis for independent samples
was used to examine differences in stress-coping methods applied by students from different universities. Table
6 below presents the results of the analysis
Giving vent
to one’s
feelings
Taking in
psychopharmaceuticals
The analysis revealed statistically significant differences
between people from different universities with reference
to such stress-coping methods as turning to religion, denial, giving vent to one’s emotions, taking psychopharmaceuticals, doing nothing, or blaming oneself. Multiple
comparisons showed that:
 Students at the Pomeranian Medical University
have a tendency to denial, to use psychopharmaceuticals or turn to religion, give vent to
one’s feelings, do nothing or blame themselves
more often than students at the University of
Szczecin, and
 Students at the Pomeranian Medical University
resorted to psychopharmaceuticals, doing nothing, self-blaming, or used mechanism of denial
more often than those studying at the WestPomeranian University of Technology.
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IV. DISCUSSION
Upon the basis of the conducted analyses, the authors
obtained results which echo findings of other research
projects investigating stress among students. In the study
of Dudzińska et al., studying was identified as the main
source of stress by 89% of students. Other stressors included financial problems (41%), family expectations
(26%), and future-related concerns (22%) [33]. In the
study conducted by Kwiecień, 65% of the respondents
associated the main source of stress with family’s bad
financial conditions, 56% with poor emotional relations
with parents, while 50% expressed a deep concern about
their future. Social contacts in a larger group in turn, do
not trigger stress in the students questioned [34].
In the study by Żułtak-Bączkowska et al., 80.73% out of
138 students admitted to feeling stress [35], whereas
Klimczak and Majda’s research on 111 persons found
that the majority of students experienced average level of
stress with only few declaring stress level at either of the
minimum or maximum values, i.e. they either did not
experience it at all, or felt excessively stressed [16]. In
Bielecki’s research, 16.6% of respondents admitted to
being constantly stressed and tense [36]. The authors’
own studies revealed that strong stress was experienced
constantly by 3.4% of students, often – by over 35%, and
rarely by as many as 61.14%. In the research by
Binczycka-Anholcer and Lepiesza, 19% of respondents
stated that their stress-related symptoms were associated
with bursts of anger, shouting and other negative emotional behaviours [37]. An aggressive behaviour was
indicated as a symptom of stress by more than 21% of
respondents in the authors’ own study. In Kwiecień’s
study, in turn, over 40% of students admitted to practising various sports and taking long walks to reduce
stress [34]. Likewise, in the study of Dudzińska et al., the
role of sport in relieving stress was mentioned by 27% of
respondents [33], while in Ziemska and Marcinkowski’s
research, 47% of students turned to sport as a stresscoping method [38]. In the authors’ analysis, physical
activity was undertaken to reduce stress by 48% of students. Rosołowska’s work provided data according to
which the most popular method for eliminating stress
was listening to music (61% of respondents) [39]. 75%
of students covered by Kwiecień’s study coped with
stress using some forms of entertainment [34], while in
the authors’ research entertainment and hobbies performed such function for over 44.5% and 27% of students, respectively. Upon the basis of their own studies,
Dudzińska et al. reported that 36% of respondents coped
with stress by turning to support from others [33]. In the
41
same vein, to 58.1% of students taking part in Rosołowska’s study a conversation with someone else was an
effective stress countermeasure [39]. Also in the research
conducted by the authors, the support from other people
was a stress-coping method for a large group of over
31% students. Kwiecień’s study showed that about 60%
of students considered sleeping an effective method for
fighting stress [34]. The same answer was selected by
18% and 48% of participants in studies by Dudzińska
[33] and Binczycka-Anholcer & Lepiesza [37], respectively. These results diverge from those obtained by the
authors, in which sleeping was indicated by over 28% of
students. According to Klimczak and Majda, 45% of
respondents use drugs to cope with stress [16]. The research by Ziemska and Marcinkiewicz led to similar conclusions – students unable to fight stress turned to drugs
and psychopharmaceuticals: almost 15% used narcotics,
22% opted for alcohol, whereas 7.69% for psychotropic
drugs [38]. Also in the study by Dudzińska et al., 11.6%
of students admitted to using tranquillisers under stressful circumstances [33], a method adopted by 25% of respondents in Szczyrba and Maroń’s research [40]. The
authors’ study provided findings according to which
15.71% of students used drugs and 8% took in tranquillisers. What is more, Kwiecień’s study proved that aggression, selected by 26% of respondents, may also constitute one of the stress-coping methods [34]. This result
diverges from the authors’ findings, in which 8% of students admitted to displaying aggression under stress.
Upon comparing own results with those obtained by Brytek [41] in the study on stress-coping strategies, the authors have observed certain similarities; both studies revealed that women fought stress by seeking instrumental
support, which is characteristic for an emotion-oriented
stress-coping style. Various studies clearly indicate that
women differ from men in terms of their abilities to express feelings and emotions. One of such studies includes
Mazurkiewicz’s analysis which reveals that women adopt
emotion-oriented stress-coping style more often than men
[42]. Other studies led their authors to similar conclusions [43-46]. The abovementioned studies are in line
with authors’ analysis only in respect of women because
it also revealed that women mostly adopt the emotionoriented style. In respect of men, however, a prevailing
stress-fighting method as in the authors’ study was sense
of humour.
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V. CONCLUSIONS
1. Studies are the main source of stress which manifests itself by excessive sweating.
2. To cope with stress, students display positive
health behaviours.
3. Choice of stress-coping methods depends on the
university.
4. Gender determines the choice of a stress-coping
strategy.
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