Sources of Stress among College Students - Report Example

Working, a Necessary Evil for For college two trends stand out over the past quartercentury. The academic demands have increased as have the number of students who work full-time jobs in addition to taking classes full-time. The question is often raised whether or not the advantages of juggling two highly stressful full-time activities outweigh the disadvantages. The goal of a higher education is to learn and working can only be a detriment to this objective. Working increases stress levels because it takes time away from studies, the student never seems to have the time to complete their school assignments to the best of their ability. They are working as hard as they can but constantly underachieve, a distressing dilemma that over a four-year period cause great stresses and many to leave school altogether. Working is necessary in many cases but students would have a better chance to reach their full scholastic potential if they did not. More than three-quarters of all students claim they have to work at least part-time to help pay for their tuition and a full quarter of freshmen, who are somewhat overwhelmed just being at college for the first time, said they would have to work full-time to stay in school (Reisberg, 2000). Two-thirds of college students that held either a part or full-time job said the situation was stressful (Ross, Niebling, and Heckert, 1999). Working does not eliminate financial stresses which are a constant, it just adds to academic pressures. “Students often feel overwhelmed because of a limited amount of time to do all that is required of them as students, and this is particularly true for those that hold part-time or full-time jobs. Students who have to work are being deprived of study time they would otherwise have” (Trockel, Barnes, and Egget, 2000). A third of working freshmen students questioned in a 1999 study by the Higher Education Research Institute at UCLA stated that they felt ‘overwhelmed’, double the number in a similar study 15 years earlier. Broken down according to gender, 40 percent of women and 20 percent of men felt this way. It is intended to show how the attitudes and goals of college freshmen change over time. The study included more than a quarter-million students at more than 450 colleges across the country. According to the study, “The stress really envelops a lot of issues that students are dealing with now. They’ve got so much to deal with in a faster-paced lifestyle than they did 20, 30 years ago” (Reisberg, 2000). The numbers of students having to work is steadily increasing. More students are in the workforce today than ever before. Just 25 years ago, for example, only about 15 percent of college freshmen worked to pay for tuition and/or living expenses but that number has grown to about 25 percent today, a large increase over a relatively short period of time. Stress is a commonly acknowledged fact of life for students, especially those enrolled at extremely competitive universities and for those who work. This has been widely known to students likely since the first college opened. In recent years, universities in America have become more proactive in providing students with assistance to help them adjust to the stresses of work and school. Practically all universities supply multiple services that can play a positive role in easing the burdens for working students. Leaving home for the first time, entering a new environment with new challenges is a major life change that, added to working a full-time job for the first time, causes enormous amounts of stress. Major life changes are stressful for anyone but to a person that has little life experiences it is often more so. Universities have recognized and are addressing this by offering “academic support programs, counseling services, academic and career advising, living-learning centers, residence halls, campus activities, and health and wellness programs” (Chickering, Schlossberg, 1995). Additionally, universities are providing other services expressly intended to assist students in adjusting to college life such as, “new student orientation programs, University 101 courses, freshman interest groups and learning communities, developmental/remedial courses, and early warning systems” (Chickering and Schlossberg, 1995). There are many methods for the working student to reduce the amount of stress they are experiencing, the first of which is to become knowledgeable of services and persons on campus that are responsible for helping students. Besides this, there are methods of self-help working students can utilize such as investing in and using a planner. “A planner is the perfect way to avoid stress in college. A planner is so important because it helps you to remember all the assignments you need to do. This is especially important if an instructor assigns a project that won’t be due for a few months” (Brantley, 2007). With a planner, school assignments can be broken down into smaller, more manageable segments which is less stressful than having one big looming assignment hanging over your head in addition to all the other things on your plate. Just say no. Outside distractions such as social functions take away precious time that cannot be reclaimed. Saying no to peer pressures is difficult and the temptation to leave the stresses of studying for a while is easy to justify but the end result of dodging immediate responsibilities will lead to much greater levels of stress in the long-term, which in college, comes sooner than later. Prioritizing is the key. The planner, if faithfully adhered to, can be an enormous help in deciding what needs to be done and when. It can also be referred to and used as an excuse to peers when the situation warrants. On the other hand, time must be allocated to free oneself from the pressures of work and school, schedule time for socializing and relaxation in the planner if necessary because it is important in avoiding excessive levels of stress, which ultimately, is counterproductive. “To avoid stress in college, you must schedule free time for yourself. This means that there must be a time of the day where you can just kick back and watch TV or listen to music. If you spend all of your time doing assignments and working, you will quickly become stressed and irritable” (Brantley, 2007). A common pitfall for working students is scheduling more activities than they can handle. Students always need more money and taking on more hours at work only leads to more stress and defeats the intended educational goals. The schedule must be attainable with some time left over for relaxation. “In order to avoid stress in college, you must have a schedule that allows you enough time to complete things properly” (Brantley, 2007). Scheduling eight hours on the job with six hours of classes, three hours to study and seven hours for sleep per day will not work for long. Life cannot be planned to the minute because, as everyone knows, unexpected situations arise for everyone and all the time. “As a college student it may be hard to find time to plan for emergencies, but it must be done in order to avoid stress. There could be a point where something happens and you aren’t able to finish what you had planned for that day” (Brantley, 2007). A good solution to time management is to plan to finish projects early. If a school assignment is given out on Monday that is due the following Monday, it would be beneficial for the student to schedule its completion, in whatever increments, on that Friday instead of Sunday night for example. Allowing sufficient time for sleep is essential for the reduction of stress for working students. Eight full hours of sleep with a goal of getting to bed by midnight is generally recommended. “This may seem far-fetched, but it is important to get enough sleep if you want to avoid stress in college. Getting enough sleep will ensure that you have the energy to complete assignments and that you are alert enough to take quizzes and exams” (Brantley, 2007). Working does have its benefits for students too. Employers would much rather employ someone with work experience, especially if is in that particular field. Students who hold jobs become more independent and understand better how to ‘fit in’ to a workplace environment. They are more likely to rely on themselves rather than immediately request help from parents and teachers and develop better decision-making skills. Working students are likely to be more competitive upon graduation and better understand the satisfaction of having pride in their work and the value of money. It also builds self-confidence. Further skills such as marketing, customer relations and efficiency are learned as well (“Part-time jobs”, 2003). “So long as the hours are not excessive, part time jobs can be beneficial” (“Many Students”, 2006). Students that work seldom have the choice not to work if they want to stay in school. Both school and work are stressful activities and when combined overwhelm many students to the point where they feel that they must make a choice and for most this means dropping out of school. It is a tough balancing act but, as many people have demonstrated, not impossible if steps are taken to alleviate stressful conditions. Universities offer support to working students who themselves, if they are determined to be self-disciplined, can utilize self-help strategies. The level of stress working students experience is largely a choice and can be managed if the choices are known and properly executed. Works Cited Brantley, Amy. “Tips to Help You Avoid Stress in College.” Associated Content. (2007). Available September 26, 2007 from Chickering, Arthur W., and Schlossberg, Nancy K. Getting the Most out of College. Needham Heights, MA: Allyn and Bacon, 1995. “Many Students Have to get Jobs.” BBC News. (2006). Available September 26, 2007 from “Part-time jobs build life skills for students.” The China Daily. (2007). Available September 26, 2007 from Reisberg, L. “Student stress is rising, especially among women.” Chronicle of Higher Education. Vol. 46, (2000), A49-50. Available September 26, 2007 from Ross, S. E., Niebling, B. C., & Heckert, T. M. “Sources of stress among college students.” College Student Journal. Vol. 33, (1999), 312-317. Trockel, M. T., Barnes, M. D., & Egget, D. L. “Health-related variables and academic performance among first-year college students: Implications for sleep and other behaviors.” Journal of American College Health. Vol. 49, (2000), 125-131. Available September 26, 2007 from Read More