A Literature Review on Stress and Coping Strategies in Higher Education: Their Impact on Student’s Mental and Physical Health and Academic Performance

Research Article
Open access

A Literature Review on Stress and Coping Strategies in Higher Education: Their Impact on Student’s Mental and Physical Health and Academic Performance

Jiayu He 1*
  • 1 University of British Columbia    
  • *corresponding author jingsangsang233@gmail.com
Published on 20 November 2023 | https://doi.org/10.54254/2753-7048/23/20230456
LNEP Vol.23
ISSN (Print): 2753-7056
ISSN (Online): 2753-7048
ISBN (Print): 978-1-83558-125-4
ISBN (Online): 978-1-83558-126-1

Abstract

Multiple factors contribute to higher education students’ stress levels. It can lead to various physical and mental health complications, including headaches, exhaustion, difficulty concentrating, and depression. As a result, academic performance may be compromised, absenteeism may increase, and motivation may diminish. Numerous stressors have adverse effects on students’ mental health, as well as the physiological effects of stress on physical fitness and the cognitive effects of stress on academic performance. This article provides a theoretical overview of these effects. A discussion is also provided regarding the importance of coping strategies in helping students deal with stress. An overview of relevant literature examines these relationships and identifies directions for future research and interventions.

Keywords:

stress, coping strategies, mental health, students, academic competence

He,J. (2023). A Literature Review on Stress and Coping Strategies in Higher Education: Their Impact on Student’s Mental and Physical Health and Academic Performance. Lecture Notes in Education Psychology and Public Media,23,232-237.
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References

[1]. Lipson, S. K., & Eisenberg, D. (2017). Mental health and academic attitudes and expectations in university populations: results from the healthy minds study. Journal of Mental Health, 27(3), 205–213. https://doi.org/10.1080/09638237.2017.1417567

[2]. Stress. (2022, June 17). Who. Retrieved July 29, 2023, from https://www.who.int/news-room/questions-and-answers/item/stress#:~:text=Stress%20can%20be%20defined%20as,experiences%20stress%20to%20some%20degree.

[3]. Shankar, N. L., & Park, C. L. (2016). Effects of stress on students’ physical and mental health and academic success. International Journal of School and Educational Psychology, 4(1), 5–9. https://doi.org/10.1080/21683603.2016.1130532

[4]. Crego, A., Carrillo-Díaz, M., Armfield, J. M., & Romero, M. F. (2016). Stress and Academic Performance in Dental Students: The role of coping Strategies and Examination-Related Self-Efficacy. Journal of Dental Education, 80(2), 165–172. https://doi.org/10.1002/j.0022-0337.2016.80.2.tb06072.x

[5]. Bekkouche, N. S., Schmid, R., & Carliner, S. (2021). “Simmering Pressure”: How Systemic stress impacts graduate student mental health. Performance Improvement Quarterly, 34(4), 547–572. https://doi.org/10.1002/piq.21365

[6]. Tran, A. G. T. T., Lam, C. K., & Legg, E. (2018). Financial stress, social supports, gender, and Anxiety during College: A Stress-Buffering Perspective. The Counseling Psychologist, 46(7), 846–869. https://doi.org/10.1177/00110000188066870

[7]. Werner, A. M., Tibubos, A. N., Mulder, L., Reichel, J. L., Schäfer, M., Heller, S., Pfirrmann, D., Edelmann, D., Dietz, P., Rigotti, T., & Beutel, M. E. (2021). The impact of lockdown stress and loneliness during the COVID-19 pandemic on mental health among university students in Germany. Scientific Reports, 11(1). https://doi.org/10.1038/s41598-021-02024-5

[8]. Mheidly, N., Fares, M. Y., & Fares, J. (2020). Coping with stress and burnout associated with telecommunication and online learning. Frontiers in Public Health, 8. https://doi.org/10.3389/fpubh.2020.574969

[9]. Barbayannis, G., Bandari, M., Zheng, X., Baquerizo, H., Pecor, K. W., & Ming, X. (2022). Academic Stress and Mental Well-Being in College Students: Correlations, affected groups, and COVID-19. Frontiers in Psychology, 13. https://doi.org/10.3389/fpsyg.2022.886344

[10]. Melnyk, B. M., Slevin, C., Militello, L., Hoying, J., Teall, A. M., & McGovern, C. (2016). Physical health, lifestyle beliefs and behaviours, and mental health of entering graduate health professional students: Evidence to support screening and early intervention. Journal of the American Association of Nurse Practitioners, 28(4), 204–211. https://doi.org/10.1002/2327-6924.12350

[11]. Shan, Z., Deng, G., Li, J., Li, Y., Zhang, Y., & Zhao, Q. (2013). Correlational Analysis of neck/shoulder Pain and Low Back Pain with the Use of Digital Products, Physical Activity and Psychological Status among Adolescents in Shanghai. PLOS ONE, 8(10), e78109. https://doi.org/10.1371/journal.pone.0078109

[12]. Pascoe, M., Hetrick, S., & Parker, A. G. (2019). The impact of stress on students in secondary school and higher education. International Journal of Adolescence and Youth, 25(1), 104–112. https://doi.org/10.1080/02673843.2019.1596823

[13]. Walburg, V. (2014). Burnout among high school students: A literature review. Children and Youth Services Review, 42, 28–33. https://doi.org/10.1016/j.childyouth.2014.03.020

[14]. Carnicer, J. G., Calderon, C., & Calderón-Garrido, D. (2019). Stress, coping strategies and academic achievement in teacher education students. European Journal of Teacher Education, 42(3), 375–390. https://doi.org/10.1080/02619768.2019.1576629

[15]. Varghese, R. P., Norman, T. S. J., & Thavaraj, S. (2015). Perceived stress and self-efficacy among college students: A Global review. Social Science Research Network. https://doi.org/10.2139/ssrn.2703908

[16]. Hatunoglu, B. Y. (2020). Stress coping strategies of university students. Cypriot Journal of Educational Sciences, 15(5), 1320–1336. https://doi.org/10.18844/cjes.v15i5.5171

[17]. Stormont, M., & Young-Walker, L. (2016). Supporting professional development needs for early childhood teachers: an exploratory analysis of teacher perceptions of stress and challenging behaviour. International Journal on Disability and Human Development, 16(1), 99–104. https://doi.org/10.1515/ijdhd-2016-0037

[18]. Väisänen, S., Pietarinen, J., Pyhältö, K., Toom, A., & Soini, T. (2018). Student teachers’ proactive strategies for avoiding study-related burnout during teacher education. European Journal of Teacher Education, 41(3), 301–317. https://doi.org/10.1080/02619768.2018.1448777

[19]. Greeson, J. M., Juberg, M., Maytan, M., James, K., & Rogers, H. (2014). A randomized controlled trial of KORU: a mindfulness program for college students and other emerging adults. Journal of American College Health, 62(4), 222–233. https://doi.org/10.1080/07448481.2014.887571

[20]. Nasiri, S., Kordi, M., & Gharavi, M. M. (2015). A comparative study of the effects of problem-solving skills training and relaxation on the score of self-esteem in women with postpartum depression. PubMed, 20(1), 105–112. https://pubmed.ncbi.nlm.nih.gov/25709699

Cite this article

He,J. (2023). A Literature Review on Stress and Coping Strategies in Higher Education: Their Impact on Student’s Mental and Physical Health and Academic Performance. Lecture Notes in Education Psychology and Public Media,23,232-237.

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Volume title: Proceedings of the International Conference on Global Politics and Socio-Humanities

ISBN：978-1-83558-125-4(Print) / 978-1-83558-126-1(Online)
Editor：Javier Cifuentes-Faura, Enrique Mallen
Conference website: https://www.icgpsh.org/
Conference date: 13 October 2023
Series: Lecture Notes in Education Psychology and Public Media
Volume number: Vol.23
ISSN：2753-7048(Print) / 2753-7056(Online)

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References

[1]. Lipson, S. K., & Eisenberg, D. (2017). Mental health and academic attitudes and expectations in university populations: results from the healthy minds study. Journal of Mental Health, 27(3), 205–213. https://doi.org/10.1080/09638237.2017.1417567

[2]. Stress. (2022, June 17). Who. Retrieved July 29, 2023, from https://www.who.int/news-room/questions-and-answers/item/stress#:~:text=Stress%20can%20be%20defined%20as,experiences%20stress%20to%20some%20degree.

[3]. Shankar, N. L., & Park, C. L. (2016). Effects of stress on students’ physical and mental health and academic success. International Journal of School and Educational Psychology, 4(1), 5–9. https://doi.org/10.1080/21683603.2016.1130532

[4]. Crego, A., Carrillo-Díaz, M., Armfield, J. M., & Romero, M. F. (2016). Stress and Academic Performance in Dental Students: The role of coping Strategies and Examination-Related Self-Efficacy. Journal of Dental Education, 80(2), 165–172. https://doi.org/10.1002/j.0022-0337.2016.80.2.tb06072.x

[5]. Bekkouche, N. S., Schmid, R., & Carliner, S. (2021). “Simmering Pressure”: How Systemic stress impacts graduate student mental health. Performance Improvement Quarterly, 34(4), 547–572. https://doi.org/10.1002/piq.21365

[6]. Tran, A. G. T. T., Lam, C. K., & Legg, E. (2018). Financial stress, social supports, gender, and Anxiety during College: A Stress-Buffering Perspective. The Counseling Psychologist, 46(7), 846–869. https://doi.org/10.1177/00110000188066870

[7]. Werner, A. M., Tibubos, A. N., Mulder, L., Reichel, J. L., Schäfer, M., Heller, S., Pfirrmann, D., Edelmann, D., Dietz, P., Rigotti, T., & Beutel, M. E. (2021). The impact of lockdown stress and loneliness during the COVID-19 pandemic on mental health among university students in Germany. Scientific Reports, 11(1). https://doi.org/10.1038/s41598-021-02024-5

[8]. Mheidly, N., Fares, M. Y., & Fares, J. (2020). Coping with stress and burnout associated with telecommunication and online learning. Frontiers in Public Health, 8. https://doi.org/10.3389/fpubh.2020.574969

[9]. Barbayannis, G., Bandari, M., Zheng, X., Baquerizo, H., Pecor, K. W., & Ming, X. (2022). Academic Stress and Mental Well-Being in College Students: Correlations, affected groups, and COVID-19. Frontiers in Psychology, 13. https://doi.org/10.3389/fpsyg.2022.886344

[10]. Melnyk, B. M., Slevin, C., Militello, L., Hoying, J., Teall, A. M., & McGovern, C. (2016). Physical health, lifestyle beliefs and behaviours, and mental health of entering graduate health professional students: Evidence to support screening and early intervention. Journal of the American Association of Nurse Practitioners, 28(4), 204–211. https://doi.org/10.1002/2327-6924.12350

[11]. Shan, Z., Deng, G., Li, J., Li, Y., Zhang, Y., & Zhao, Q. (2013). Correlational Analysis of neck/shoulder Pain and Low Back Pain with the Use of Digital Products, Physical Activity and Psychological Status among Adolescents in Shanghai. PLOS ONE, 8(10), e78109. https://doi.org/10.1371/journal.pone.0078109

[12]. Pascoe, M., Hetrick, S., & Parker, A. G. (2019). The impact of stress on students in secondary school and higher education. International Journal of Adolescence and Youth, 25(1), 104–112. https://doi.org/10.1080/02673843.2019.1596823

[13]. Walburg, V. (2014). Burnout among high school students: A literature review. Children and Youth Services Review, 42, 28–33. https://doi.org/10.1016/j.childyouth.2014.03.020

[14]. Carnicer, J. G., Calderon, C., & Calderón-Garrido, D. (2019). Stress, coping strategies and academic achievement in teacher education students. European Journal of Teacher Education, 42(3), 375–390. https://doi.org/10.1080/02619768.2019.1576629

[15]. Varghese, R. P., Norman, T. S. J., & Thavaraj, S. (2015). Perceived stress and self-efficacy among college students: A Global review. Social Science Research Network. https://doi.org/10.2139/ssrn.2703908

[16]. Hatunoglu, B. Y. (2020). Stress coping strategies of university students. Cypriot Journal of Educational Sciences, 15(5), 1320–1336. https://doi.org/10.18844/cjes.v15i5.5171

[17]. Stormont, M., & Young-Walker, L. (2016). Supporting professional development needs for early childhood teachers: an exploratory analysis of teacher perceptions of stress and challenging behaviour. International Journal on Disability and Human Development, 16(1), 99–104. https://doi.org/10.1515/ijdhd-2016-0037

[18]. Väisänen, S., Pietarinen, J., Pyhältö, K., Toom, A., & Soini, T. (2018). Student teachers’ proactive strategies for avoiding study-related burnout during teacher education. European Journal of Teacher Education, 41(3), 301–317. https://doi.org/10.1080/02619768.2018.1448777

[19]. Greeson, J. M., Juberg, M., Maytan, M., James, K., & Rogers, H. (2014). A randomized controlled trial of KORU: a mindfulness program for college students and other emerging adults. Journal of American College Health, 62(4), 222–233. https://doi.org/10.1080/07448481.2014.887571

[20]. Nasiri, S., Kordi, M., & Gharavi, M. M. (2015). A comparative study of the effects of problem-solving skills training and relaxation on the score of self-esteem in women with postpartum depression. PubMed, 20(1), 105–112. https://pubmed.ncbi.nlm.nih.gov/25709699

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