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BINDURA UNIVERSITY OF SCIENCE EDUCATION
FACUILTY OF SCIENCE
SOURCES OF STRESS AND COPING STRATEGIES AMONG UNDERGRADUATE
STUDENTS AT A STATE UNIVERSITY IN ZIMBABWE
BY
MUFUTUMARI MONICA
B1231682
A RESEARCH PROJECT SUBMITTED IN PARTIAL FULFILLMENT OF THE
REQUIREMENTS OF THE BACHELOR OF SCIENCE (HONOURS) DEGREE IN
NURSING EDUCATION
FACULTY OF SCIENCE
DEPARTMENT OF HEALTH SCIENCES
JUNE 2015
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HEALTH SCIENCE DEPARTMENT
APPROVAL FORM
Title of Research Project: SOURCES OF STRESS AND COPING STRATEGIES AMONG
UNDERGRADUATE STUDENTS AT A STATE UNIVERSITY IN ZIMBABWE.
To be completed by the student:
The undersigned certify that the research project meets the preparation guidelines as presented in
the faculty guide and instruction for typing research projects.
............................................................ ...............................
MUFUTUMARI MONICA
(Signature of student) Date
To be completed by the supervisor:
This research project is suitable for submission to the faculty and was checked for conformity
with the faculty guidelines.
..................................................................... ................................
Ms L Makuyana
(Signature of the supervisor) Date
To be completed by the chairperson of the department
I certify that to the best of my knowledge, the required procedures have been followed and the
preparation criteria have been met for this research project.
.................................................................. ..................................
Ms Mwanza
(Signature of chairperson) Date
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Release form
Name of student: Monica Mufutumari
Research project title: Sources of stress and coping strategies among
undergraduate students at a state University in Zimbabwe
Degree title: Bachelor of Science (Honours) Degree in Nursing
Education.
Year degree granted: Permission is hereby granted to the Bindura University of
Science Education Library to produce single copies of this
research project and to lend or sell such copies for private,
scholarly or scientific research purpose only. The author
does not reserve other publication rights of the research
project nor may extensive extracts from it be printed or
otherwise reproduced without the author’s written
permission.
Signed: ……………………………………………………
Permanent address: Mtoko District Hospital, Box 59, Mtoko
Date: December 2015
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Acknowledgement
My sincere gratitude goes to my supervisor for her unwavering support, assistance and guidance
throughout the study. I am sincerely grateful to her for all the effort which she contributed to my
research. She went above and beyond in sacrificing her invaluable time and busy schedules. I
thank Bindura University of Science Education for granting me permission to carry out the study
among the students. Special appreciation goes to the Chairperson, Health Sciences Department,
Ms. E. Mwanza for her unwavering support. I also thank the students who took part in the study.
Special thanks also go to my husband, Tom for all the support, my children Tilda and Takunda
for waiting patiently, my colleagues HBScNE students and all the lecturers who stood by me
during tough moments. May God bless you.
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Dedication
I dedicate this study to the Bindura University of Science Education students who are the
beneficiaries of this study.
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Declaration form
I declare that the study “sources of stress and coping strategies among undergraduate students of
Bindura University of Science Education” is my own presentation and it has not been submitted
before for any degree programme or examination in any university. The sources the research has
quoted have been indicated and verified as complete reference.
Name: Monica Mufutumari
Date: …………………..
Signature: ……………………
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ABSTRACT
Stress is common among University students as they endeavor to adjust and adapt to a multitude
of experiences that have never been encountered before whilst at school. High levels of stress are
believed to affect students’ academic functions. The study aimed to assess the sources of stress
and coping strategies among undergraduate students at Bindura University of Science Education.
The study employed a descriptive cross sectional quantitative research design. A sample of 100
students was drawn using convenience sampling method. The inclusion criteria were Bindura
University of Science Education students who were around the university campus. Exclusion
criteria were students with a mental disorder or chronic diseases such as epilepsy, tuberculosis or
cancer. A self administered questionnaire was used as the data collection tool and data collected
was analyzed using descriptive statistics. The questionnaire covered demographic data, sources
of stress and coping strategies. The data was presented in the form of bar graphs, pie charts and
tables. The transitional model of stress and coping was used to guide the study.
The study findings were that the top five causes of stress among students were failing
examinations (71%), financial difficulties (61%), transport problems (53%), inadequate meals
(42%) and family problems (40%). The mostly used coping strategy is seeking diversion through
listening to music (65%), reading (54%) and eating food (50%). Avoidance was the least form of
coping used by the students. Recommendations were that the university should intensify lectures,
seminars or sessions on stress to help students to cope with stress. University administrators
should review and strengthen the measures in existence and initiatives towards curbing stress
among students.
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Table of Contents
Approval form................................................................................................................................i
Release form..................................................................................................................................ii
Acknowledgement........................................................................................................................iii
Dedication.....................................................................................................................................iv
Declaration form............................................................................................................................v
Abstract.........................................................................................................................................vi
Table of contents.........................................................................................................................vii
List of tables..................................................................................................................................x
List of figures...............................................................................................................................xi
List of appendices.......................................................................................................................xii
Chapter 1.......................................................................................................................................1
Background Information...............................................................................................................1
Statement of the problem..............................................................................................................3
Purpose of the study......................................................................................................................3
Objectives of the study..................................................................................................................3
Research questions........................................................................................................................3
Significance of the study...............................................................................................................4
Conceptual framework..................................................................................................................4
Definition of terms........................................................................................................................7
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Chapter 2.......................................................................................................................................8
Introduction...................................................................................................................................8
Review of related literature.........................................................................................................8
Literature on the transactional Model of Stress and Coping.....................................................14
Summary...................................................................................................................................14
chapter 3………………………………………………………………………………………15
Methodology.............................................................................................................................15
Introduction...............................................................................................................................15
Research design........................................................................................................................15
Study site..................................................................................................................................15
Study population.......................................................................................................................15
Sample......................................................................................................................................16
Sampling procedure..................................................................................................................16
Research instrument..................................................................................................................16
Validity and reliability of the instrument..................................................................................17
Pilot study..................................................................................................................................18
Ethical considerations................................................................................................................18
Data collection procedure..........................................................................................................18
Data analysis..............................................................................................................................19
Chapter 4................................................................................................................................................20
Data presentation and analysis...................................................................................................20
Introduction................................................................................................................................20
Data presentation........................................................................................................................21
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Chapter 5................................................................................................................................................36
Introduction................................................................................................................................36
Discussion......................................................................................................................................36
Implications to Nursing Education................................................................................................39
Implications to Nursing Research.................................................................................................39
Implications to Administration.....................................................................................................39
Limitations....................................................................................................................................40
Conclusion....................................................................................................................................40
Recommendations........................................................................................................................40
References....................................................................................................................................41
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List of Tables
Table 1(a): Demographic characteristic 21
Table 1(b): Demographic characteristics 22
Table 2: Type of residence 25
Table 3: Time management 26
Table 4: Studying in general 26
Table 5: Personal challenges 27
Table 6: Somatic impact 28
Table 7: Social factors 29
Table 8(a): Seeking diversion 30
Table 8(b): Seeking diversion 31
Table 9: Ventilating feelings 32
Table 10: Avoiding 33
Table 11: Seeking professional and spiritual support 34
Table 12: Self reliance 35
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List of figures
Figure1: The Transactional Model of Stress and Coping 6
Figure 2: Hours of sleep during the night 23
Figure 3: Last time visited by doctor 24
Figure 4: Academic workload 25
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List of appendices
Appendix1: Information sheet.......................................................................................46
Appendix 2: Consent form..............................................................................................47
Appendix 3: Questionnaire.............................................................................................48
Appendix 4: Supporting letter from heath science department…......................................54
Appendix 5: Application letter for permission…..............................................................55
Appendix 6: Permission letter from registrar...................................................................56
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Chapter 1
Introduction
The chapter presents the background information, statement of the problem, the objective of the
study, research questions, and significance of the study, conceptual framework and finally
definition of terms.
Background information
Stress is the adverse reaction people have to excessive pressure or other types of demands placed
on them (Lazarus, 2010). Students are subjected to different kinds of stressors, such as the
pressure of academics with an obligation to succeed, an uncertain future and difficulties of
integrating into the system. Demanding academic pressure and limited social and personal time
can add to the normal stress of life and begin to have a negative effect on a person (Chakravarthi
and Vijayan, 2010). Stress in academic institutions can have both positive and negative
consequences if not well managed (Moutier et al, 2010); therefore students need to be engaged in
good coping skills. Learning ability and academic performance is affected as students face
social, emotional, physical and family problems (Orzel, 2010). Too much stress can lead to
physical and mental health problems as well as reduce students’ self-esteem (Arslan et al, 2009).
Studies have classified the sources of stress into three main areas; academic pressures, social
issues and financial problems (Karaoglu and Karaoglu, 2009) and a number of students have
fallen prey to such situations. It is important to the society that students learn and obtain the
essential knowledge and skills in order to make them contribute positively to the development of
the nation from different aspects. Stress was labeled by ‘The American Institute of Stress’, in
addition to other countless current researchers as “America’s number one Health Problem”
(2009). According to a 2014 report by the American College Health Association, stress was the
number one factor that negatively impacted undergraduate students’ academic performance,
closely followed by anxiety and sleep difficulties (Shu –hui, 2014). When students’ stress
becomes excessive it can affect health, academic performances and even social relations.
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A study conducted in Malaysia revealed that 4.8% school students were found to experience
severe stress (Lim, 2013). In a younger population, stress was not only caused by personal
relationships, social challenges, and increased academic demands but it also was a result of the
development of poor sleeping habits (Santen et al, 2010). The existence of stress in the student’s
life cannot only result in the development of chronic stress, but can in fact propagate already
existing stress-related problems such as failure of examinations. Ahmad, Yusoff and Razak
(2011) found that prevalence of stress was 100% among the dental students with academic
concerns, patient management and clinical management as the sources of stress.
Coping strategies are specific efforts, both behavioral and psychological, that individuals apply
to master, tolerate and minimize stressful events (Lazarus, 2010). Undergraduate students need
to cope with psychological and social changes that are connected to the development of an
autonomous personal life. Additionally, they have to cope with the academic demands that they
encounter in university studies in their preparation for professional careers. By setting priorities,
planning ahead and organizing self, one can minimize the impact of stress. In a study conducted
by Beam and Hammer (2010), students reported that they had to ignore one subject for the
preparation of another as a coping strategy. Dental students in Greece used problem focused
strategies, followed by emotion focused strategies and a few used avoidant strategies to cope
with academic stress (Wood and Haber, 2014). Unpublished data at Bindura University of
Science Education indicate that students face stressful situations affecting their psychological
wellbeing as reported by the university chaplain. According to the statistics from the admissions
department 68 students have deferred their studies in the current semester and 103 students have
repeated some of the courses. Reports indicate that some attempt suicide due to social problems,
while others drop out of the University due to financial problems. Some students engage in
abnormal behaviors such as prostitution, substance and drug abuse as a way of coping with
stress. Thus, this study seeks to find out the sources of stress among Bindura University of
Science Education students and the coping strategies they are using to cope with stress.
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Statement of the problem
Undergraduate students at Bindura University of Science Education are experiencing stress
leading to problems that affect their learning and academic performance ending up with
psychological and physical problems. Unpublished data from the admissions department
revealed that 68 students had deferred their studies in the current semester and 103 students had
to repeat some of the courses. Some students end up embarking on drug abuse as a way to cope
with stress, while others attempt suicide; some end up with unplanned and mistimed pregnancies
due to unprotected sexual activities.
Purpose of the study
The purpose of this study is to determine the sources of stress among undergraduate students and
describe their coping strategies in resolving stressful situations.
Objectives of the study
The objectives of this study are:
1) To determine sources of stress among undergraduate students at Bindura University of
Science Education.
2) To assess the coping strategies used by undergraduate students at Bindura University of
Science Education to resolve stressful situations.
Research questions
1) What are the sources of stress among undergraduate students at Bindura University of
Science Education?
2) How do undergraduate students at Bindura University of Science Education cope with
stressful situations?
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Significance of the study
The study findings may assist the department of students’ affairs to build a knowledge base on
student’s behaviours on campus. Strategies that are evidence based may be implemented to assist
students to adopt positive coping strategies. The study findings might also be used by University
administrators in planning a therapeutic environment on campus for building students self
esteem.
The study findings may also assist in developing health promotion programs at Bindura
University of Science Education and other tertiary institutions in the country for both the student
and the staff.
Conceptual framework
Burns and Grove, (2011), state that a conceptual model is a set of abstract, related constructs that
broadly explain phenomena of interest, expresses assumptions and reflects a philosophical
stance. Wood and Haber (2014) describe a conceptual framework as a structure of concepts
and/or theories pulled together as a map for the study and provide the basis for development of
research questions or hypotheses. The critical role of research in nursing practice is the
application of nursing theories to discover new knowledge (Khowaja, 2006).
The Transactional Model of Stress and Coping (1984) provided a guide to the study. A stressor
is a “demand, situation or circumstance that disrupts a person’s equilibrium and initiates the
stress response of increased autonomic arousal” (Lloyd, King, &Chenoweth, 2010). The
transitional model of stress and coping is a framework for evaluating the processes of coping
with stressful events. Stressful experiences are interpreted as person-environment transactions.
These transactions depend on the impact of the external stressor.
When faced with a stressor, a person evaluates a potential threat (primary appraisal). Primary
appraisal is a person’s judgement about the significance of an event as stressful, positive,
controllable, challenging or irrelevant (Cohen, 2009). If event is perceived as not threatening,
then stress will not result. If event is perceived as threatening, then is going to cause distress.
Facing a stressor, the second appraisal follows, which is an assessment of people’s coping
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resources and options. The coping resources can be put into four categories which are physical-
health and energy; social- social support from family, friends and social network; psychological-
beliefs, self-esteem, perceived control and morale; material- financial and tools.
Secondary appraisals address what one can do about the situation. This is the perception of one’s
ability to change the situation, manage one’s emotional reaction and or cope effectively, which
will lead to successful coping adaptation. Actual coping efforts aimed at regulation of the
problem give rise to outcomes of the coping process. Coping efforts are the actual strategies used
to mediate primary and secondary appraisals. The coping strategies include problem
management where active coping, problem solving and information seeking may be used.
Another strategy is emotional regulation- such as venting feelings, avoidance, denial and seeking
social support. The last strategy is meaning based coping which include positive reappraisal,
revised goals, spiritual beliefs and positive events. With coping adaptation, the coping strategies
may result in short or long- term positive or negative adaptation. Coping might be positive when
one focuses on problem solving and information seeking. Coping may be negative when one
focuses on avoidance, denial, venting feelings or seeking social support.
The transactional model of stress and coping is useful for health education, health promotion and
disease prevention (Lazarus and Cohen, 2002). Some stress does not affect all people equally,
but stress can lead to illness and negative experiences.
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Figure 1: The Transactional Model of Stress and Coping (Lazarus and Folkman, 1984)
Situation/event
Generic parameters Appraisal (primary appraisal)
(age, sex, support systems)
Perceived threat no threat perceived
(Secondary appraisal)
Perception of the inability perception of the ability no stress
To cope with stress to cope with stress
(coping strategies)
Negative stress- avoidance positive stress- problem solving
- denial - information seeking
- ventilating feelings
Adapted from Lazarus and Folkman, 1984
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Definition of terms
Stress - is the adverse reaction people have to excessive pressure or other types of demands
placed on them (Lazarus, 1991).
Undergraduate student– student studying for first degree (a student at a college or university who
has not yet received a bachelor’s-level degree (Encarta Dictionary, 2011).
Coping- to deal successfully with a difficult problem or situation (Encarta Dictionary, 2011).
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Chapter 2
Introduction
This chapter presents a review of related literature. Previous research on sources of stress and
coping are presented. Literature on the transactional model is also presented.
Review of related literature
Sources of stress
University is a place which provides students with tertiary education and psychosocial
development (Tao et. al, 2000). Students are also socialized with different kinds of people while
they undergo psychological development. Research shows that entering university may bring
strain or stress (Gall, Evans, & Bellerose, 2000). This is because university students face a
changing education system, lifestyle, and social environment that is different from high school.
University students need to reach certain levels of academic achievement in order for them to
graduate. Their performance during classroom activities, assignments, presentations, and
examinations determine the academic achievement (Ong, Bessie, & Cheong, 2009) as they are
evaluated throughout the semester. Above all this, most students would have moved out from
home and expected to wisely manage their time for both curricular and extracurricular activities.
They also meet people of different ages and backgrounds, thus interpersonal skills are needed to
socialize with the people around them.
Past research shows that some undergraduate students undergo significant stress (Brown et al.,
2009). First-year university students have been found to be particularly prone to stress (Towbes
& Cohen, 2006; Pancer et al., 2000; Wintre & Yaffe, 2000) and they experience high levels of
stress (Wintre & Yaffe, 2000) due to the college life transition (Towbes & Cohen, 2006). Most
of them face culture shock as university life is different from school life. Inability to cope with
the stressors during the transition might cause deterioration of academic performance and
increase of psychological distress (Dwyer & Cummings, 2001). The increase in stress during the
first year predicted the decrease of overall adjustment and lower grade point average (GPA)
(Wintre & Yaffe, 2000). Students tend to lose self-confidence as they establish new social
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relations, while trying to cope with the increasing academic demands (Tao et. al., 2000; Dwyer
& Cummings, 2001).
Ross, Niebling and Heckert (2010) conducted a study in America which revealed that 38% of the
stressors were intrapersonal, 28% environmental, 19 % were interpersonal and 15% were
academic. Of the responses for interpersonal sources of stress 100% were daily hassles. Daily
hassles accounted for 88.2% of the environmental stressors. Daily hassles were responsible for
77.3% of the intrapersonal stressors, and 67.2% of the academic sources of stress. Overall,
81.1% of the identified stress sources could be classified as daily hassles. As opposed to major
occurrences in life they identified daily hassles accounting for greater stress among students.
Some of the more prevalent stressors were changes in sleeping or eating patterns, increased
workloads, vacations, and new responsibilities.
Ong & Cheong (2011) in Malaysia stated that the top five most frequently reported stressors
were academic workload, too many tests, difficult courses, exam grades, and lecturer
characteristics. In another study the highest group of stressors experienced by students was self-
imposed stressors followed by pressure (Hamaideh, 2011). Cognitive responses were found to be
the highest responses to stressors experienced by students. Yosuff et. al. (2012), in Malaysia
revealed that academic related stressors such as tests and examinations, large quantity of contents
that need to be learned, poor marks, inability to answer the teacher’s questions, insufficient skill
in medical practice, heavy workload and difficulties in understanding the questions pose stress
on students.
Cheng Kai-Wen (2011) in Taiwan suggested that students felt more stress from physical/mental,
academic, and emotional factors; students who took a student loan also felt more stress from
physical/mental, academic, and emotional factors than those who did not. Their suggestions were
that universities should provide more support and care to help students cope with various
stressors and identify students having stress reactions as soon as possible. Ji & Zhang, (2011) in
China argued that there are four sources of stress, namely employment situations, study
conditions, personal factors, and economic conditions. The study revealed that there is a
significant positive correlation between employment situations and mental stresses among
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university students, and a positive correlation between study conditions and mental stresses.
Examination grades and fear of failure were reported as stress inducing factors (Al-Samadani,
2013). In a study carried out in Nepal, the results revealed that insecurity regarding professional
future; examinations and grading procedures were the most stressful factors (Paudel et al, 2013).
Salgar (2014) in India found the most common stress factors reported by participants were high
parental expectations, vast syllabus, worry about the future, long duration of course, frequency of
examinations, performance in formative and summative examination, low self- esteem, lack of
sleep and lack of emotional and social support. The study highlighted the need for interventions
to cope with stress in medical education.
In 2012 a study was carried out in Nigeria by Hamaideh to identify different perceptions of
academic stress and reaction based on gender among first year students. The study reported that
male and female students had different perceptions towards, frustrations, financials, conflicts and
self-related stressors. Ongori and Angolla (2012), of Botswana showed academic workload as
the greatest source of stress with 81%. Academic related stressors such as continuous
performance were regarded as stressful and had a frequency of 56% whilst finding relations with
fiancés and inadequate resources to do assignments had frequencies of 42% and 66%
respectively (Ongori and Angolla, 2012).
Coping strategies
A study conducted by Chai & Law (2014), at Rahman University in Malaysia revealed that
participants who have high analytical personality dimension were more likely to use problem-
focused coping. Those with high relational and low openness personality dimension were more
likely to use socially supported coping strategies. Contrary to expectation, level of psychological
stress was not influenced by personality. However, higher level of psychological stress was
related to avoidant and socially supported coping strategies. In terms of coping with stress, the
students were able to describe a variety of strategies to cope with their stressful situations. These
included counseling services, doing meditation, sharing of problems, getting adequate sleep, and
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going out with friends. Lack of sleep, financial, and family problems were the most causes of
stress among students.
Deshpande & Chari (2009), revealed that very few students were found to adopt strategies like
smoking, taking medicines to sleep better and drinking alcohol at a Dental University in India. A
study conducted by Donkoh at.el.(2011), at Winneba Campus of University of Education in
Ghana revealed that among the ten strategies used, “active coping” and “positive reinterpretation
and growth” were the two most predominant for problem-focused and emotion-focused styles of
coping respectively. Donkor at. el. (2014), conducted a study at the University of Education in
Ghana which showed that restraint coping strategy was always used as a problem-focused coping
strategy while positive reinterpretation and growth was always used as an emotion-focused
coping strategy. It was found out that the students used more of problem-focused strategies in
managing stress than emotion- focused strategies.
Paudel et. al, (2013), reported that listening to music, watching television, and reading books
were the leading stress reduction methods used by students during all the academic years and in
another study find active coping, proper planning, religion, and acceptance as some of the stress
coping strategies used by most students (Al-Sowygh, 2013). A study conducted by Reddy
(2013), revealed that very few students were found to adopt strategies like smoking, taking
medicines to sleep better and drinking alcohol. Kanyakumari et. al. (2014), in their study
revealed that dominant coping strategies according to living arrangement were seeking out
friends for conversation and support, joking with friends and using humor, trying to focus on the
things which can be controlled and accepting the things which can’t be controlled. Students
staying at home were mostly adopting less constructive coping strategies while students staying
at the hostel were adopting more constructive stress coping methods.
At Midlands State University in Zimbabwe Kasayira, Chipandambira and Hungwe (2007),
showed that the seven most common clusters of stressors were finance, library resources and
study material, accommodation, food, transport, inadequate infrastructure and lecturer related
problems respectively. These stressors were rated as most common and most difficult by both
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sexes as well as by resident, non-resident students and students in different academic years. The
students mentioned thirty-four coping strategies, which were divided into various categories.
Strategies categorized under direct positive coping strategies were considered to be the most
effective while those categorized under ad hoc coping strategies were considered least effective.
Machemedze (2013), also conducted a study at Midlands State University. The most common
source of academic stress was registration procedures while the most coping strategy used by the
students was social support through communication. Based on the findings male students were
regarded as dominant users of avoidant and distancing coping strategies compared to female
students who used emotional and social support coping.
Britz and Pappas (2015), conducted a study at James Madison University in America. The results
revealed that a high degree and frequency of stress existed among the participants, with over 50
percent of students reporting high levels of stress. The major causes of stress were found to be
academic workload and time management. High stress levels among participants correlated with
many unhealthy behaviors, including compromised quality of diet and decreased quantity of
sleep. Gaining a greater awareness was the first step in alleviating the sources and effects of
stress.
A study by Redhwan, Karim & Zaleha (2011), in Malaysia revealed that the most important
causes of stress were financial, lack of sleep, family problems and loss of appetite. The ways to
reduce stress were seeking for counseling services, doing meditation, sharing of problems,
getting adequate sleep and going out with friends. Another study was also done by Sami et al,
(2011) in Morocco at a University in Morocco. The most common stressor was worries of the
future, followed by financial difficulties. Significant predictors of stress were smoking, worries
of the future, self-blame, lack of emotional support, and lack of acceptance. Students used active
coping, religious coping reframing, planning, and acceptance to cope with stress. Stressors
reported by the students were mainly financial and academic issues. Students adopted active
coping strategies rather than avoidance.
A study conducted by Khater, Akhu-Zaheya & Shaban (2014), in Jordan from two faculties of
nursing at Jordan University of Science and Technology revealed that the most common type of
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stressors were related to assignments followed by stress related to patients’ care and stress from
nursing staff and teachers. The most common coping behaviour utilized by the students was
problem solving. In a study by Rizwana, Mohammad and Haidar (2015), in India, life events and
societal expectations acted as topmost sources of stress. The most preferred stress coping
strategies adopted by students were prayers, worships and meditations; and the least preferred
coping strategies were smoking and drinking respectively. The study conducted by Deshpande1
& Chari (2014), at Maharastra University in India revealed that stress showed an upward trend
from first to final year. Stress due to emotional factors was significantly higher than academic,
social and physical factors. Females were more stressed than males. Students staying at home
were more stressed than those staying in hostels. The recommendations were that there is a need
for intervention programs at the level of students, parents, teachers and administration to develop
an overall positive institutional atmosphere for education and student welfare.
Fang-Zhao et. al, (2014), conducted a study at Nantong University School of Nursing in China
and revealed that during clinical practice, assignments and workload were the most common
sources of stress among students; transference was the most frequently used coping strategy by
students. Al-Sowygh (2013), reported that female students perceived significantly greater stress
than males due to their psychological makeup and greater expressivity of thoughts and feelings.
Higher stress in females may be due to way of reacting to stressful situations and sensitive
nature.
Ahmad, Yusoff & Razak (2011), found that prevalence of stress was 100% among the students.
Academic concerns, patient management as well as clinical management were the sources of
stress. Talking to friends, going to church, going for movie, watching television, reading books
were the most common ways to curb stress among the dental students. Laurence, Williams, &
Eiland (2011), their study indicated examinations, fear of failing, shortage in clinical time and
decrease in self-esteem and prompt reduction in time spent in recreational activity having been
associated with higher stress levels.
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Literature on the Transactional Model of Stress and Coping
Byers and Smyth, 1997 applied the transactional model of stress and coping with critically ill
patients. According to the model they propose that critically ill patients are exposed to many
physiologic and environmental stressors which can result in physiological effects. The model
was used as a basis for describing patient’s response in critical care. The authors proposed
specific strategies to reduce stress and maximize coping in the critically ill patient.
Martin, Daniels and Felicity (2014), also used the transactional model of stress and coping in an
undergraduate mental health nursing programme in the Western Cape in South Africa. The
model was applied in the sense making process for students working in the challenging mental
health care environment. Basing on the assumptions that students’ thinking process, memory and
the meaning that those events have for the students experiencing them- will act to mediate in
determining stress and coping resources. Stress emphasizes the subjective responses in the
relationship between the student and the mental health care environment. Coping referred to the
cognitive and behavioral attempts made by students to manage the demands of the mental health
care environment but are appraised as exceeding the resources they possess.
Berjot and Gillet (2011), used the same model with discrimination and stigmatization as sources
of stress. The authors evaluated the model as representing a real progress in that it permits to
better explain and predict the variety of responses that people show when encountering
discrimination prejudice on self-esteem and other adjustment related variables.
Summary
Literature review is an important component of the research process which is done in order to
understand the background of the problem. It helps to identify gaps in the body of knowledge.
Various works of different authors and researchers have been reviewed and their findings
highlighted. The investigator will use these findings to guide the study at Bindura University of
Science Education, Zimbabwe. It is hoped that the obtained literature will assist to generate new
knowledge on the variables in question.
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Chapter 3
Methodology
Introduction
This chapter is going to address the research design, setting, sampling procedure, research
instrument data collection procedure, ethical considerations and data analysis. Reliability and
validity of the research instrument will also be highlighted.
Research design
A research design is a procedural plan that is adopted by the researcher to answer questions
validly, objectively, accurately and economically (Kumar, 2011). Kumar (2011), further explains
that it is a plan, a structure and strategy of investigation so conceived so as to obtain answers to
research questions or problems. In this study, the researcher used a cross sectional quantitative
research approach and followed a descriptive design. Quantitative research seeks to answer
questions of how many and how much is concerned with relationships between variables (Polit
and Beck, 2010). A descriptive research design will enable the researcher to elucidate the sources
of stress among undergraduate students and to document the strategies used as coping
mechanisms.
Study site
The study was conducted at Bindura University of Science Education, Mount Darwin campus
hostels, Faculty of Social Science in Humanities-Town campus, Faculty of Science Education
campus, Faculty of Commerce- Main campus and Faculty of Agriculture and Environmental
Science- Astra campus. The study site is located in Bindura, Mashonaland Central Province in
Zimbabwe. The site was chosen because of its accessibility to the researcher.
Study population
According to Kumar (2011), the population is the entire set of units for which the survey data are
to be used to make inferences. Burns and Grove (2009), also defines a population as all elements
(individuals, objects, events or substances) that meet the sample criteria for inclusion in a study.
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The study population was undergraduate students in Universities. In this research the target
population was the first, second and fourth undergraduate students at Bindura University of
Science Education. Third year students were not included since they were on attachment during
the period of study.
Sample
A sample is a subset of a population that is selected to participate in the study (Polit and Beck,
2010). The overriding consideration in assessing a sample in quantitative study is its
representativeness. Therefore, a representative sample is the one whose key characteristics
closely approximate those of the total population (Polit and Hunglar, 2006). A total of one
hundred (100) participants who meet the inclusion criteria were selected for the study. In this
research, the sample was drawn from undergraduate students from different faculties of Bindura
University of Science Education. The inclusion criteria were Bindura University of Science
Education students. Exclusion criteria were students with a mental disorder, chronic diseases
such as epilepsy, tuberculosis or cancer.
Sampling procedure
Kumar (2011), refers to sampling as the process of selecting a few respondents from a bigger
group to become the basis for estimating the prevalence of information of interest. Sampling
includes probability and non-probability methods. In this research non-probability sampling
method was utilized using convenience sampling. This method is appropriate for the study since
the participants are easily accessed at one place and as a group to be included in the study. Polit
and Beck, 2010), further elaborate that the larger the sample, the more representative it is likely
to be, and the smaller the sample the more the sampling error. A sample size of one hundred
students participated in the study.
Research instrument
A research instrument is a tool that is used to collect data in a study. In this research a
questionnaire was used. A questionnaire, according to Burns and Grove (2011), is a printed self
report form designed to elicit information and is developed with specific items to assist data
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collection. The advantage of a questionnaire is that it is practical and large amount of
information can be collected from a large number of individuals with less expense and in a short
period of time (Brown et al, 2009). There is less opportunity for bias and does not disturb the
work schedule unlike an interview where the researcher and the participant need to sit and
interact. Though, Pearcey and Elliot (2009), highlight the disadvantage of a questionnaire as
having inadequacy in understanding some form of information such as changes of emotions,
behaviour and feelings. The questionnaire was divided into three parts namely demographic data,
sources of stress and coping strategies that are used. The demographic components included age,
sex, religion, programme of study, year of study and marital status. Sources of stress included
studying in general, personal challenges, somatic impact and social factors. Coping strategies
included seeking diversion, ventilating feelings, avoiding, seeking professional and spiritual
support and finally self reliance. The types of questions were closed.
Validity and reliability of the instrument
Validity determines the extent to which the instrument actually reflects the abstract construct
being examined (Burns & Grove, 2010). Validity refers to an instrument’s ability to actually test
what it is supposed to test. Subjecting the construction of the instrument to scrutiny ensures
validity. Reliability is the consistency with which an instrument is able to measure the attribute,
(Polit and Beck, 2010). The researcher consulted the supervisor and other senior personnel to
review the questions and provide expert opinion.
Reliability is the ability of a research instrument to provide similar results when used repeatedly
under similar conditions (Kumar, 2011). According to Patsika & Chitura (2009), the reliability of
a research instrument can be determined by conducting a pilot study or a test – retest, where the
instrument is administered to sample individuals on two occasions. If the results obtained are
consistent, the instrument is considered reliable. In the study, the researcher conducted a pilot
study at Zimbabwe Ezekiel Guti University prior to the main study and adjusted the instrument
accordingly. The researcher carried out a pilot study to ensure content validity and reliability.
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Pilot study
A pilot study is a research project that is conducted on a limited scale that allows the
investigators to get a clearer idea of what they want to know and how best they can find it out
without the expense and effort of a full-fledged study (Kumar, 2011). According to Treece &
Treece (2010) the purpose of a pilot study is to determine the strengths and weaknesses of a
planned project, measure the reliability and validity of an instrument and to form the basis for
future studies. In the study, the instrument was administered to ten students at Zimbabwe Ezekiel
Guti University. The pilot study was used to test for clarity of the questions and instructions,
completeness of the responses and the time taken to complete filling the questionnaire.
Adjustments were made to the instrument before the major study.
Ethical considerations
Ethics is a system of moral values that are concerned with the degree to which research
procedures adhere to professional, legal and social obligations (Polit and Hungler, 2006).
One cannot assume that he/she has a right to undertake research or to ask questions from people,
without gaining their permission. Permission to carry out the study was obtained from the
Registrar of Bindura University of Science Education. The study participants were given a
consent form to sign and verbal information on the purpose of the study. All participants were
treated with respect, fairness and dignity. Anonymity, confidentiality and privacy was assured
throughout by explaining to the participants that their personal data and names should not appear
anywhere on the questionnaire and therefore completed questionnaires could not be linked to the
participants. Self administered questionnaires were completed in private and returned to the
researcher, where they were kept in secret and utilized only for the research purpose and were
destroyed after the study so that data gathered from participants would never be reused. The
respondents were free to withdraw from the study at any time without any prejudices.
Data collection procedure
In an effort to collect data, the researcher sought permission from the responsible authorities of
Bindura University of Science Education to carry out the study. Convenience sampling was used
distributing questionnaires to a total population of 100 students during free lecture periods and
others were identified after hours at their residential quotas. Before the distribution of the
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questionnaire, an explanation was given indicating the areas of research, purpose of the research
and assurance of confidentiality was highlighted. The questionnaire would take about ten to
fifteen minutes to be completed and was to be collected back after an interval of 40 minutes. The
results from the questionnaires were then compiled and analyzed. Data was collected over a
period of two weeks.
Data analysis
Data analysis is the process of summarizing, presenting and describing the data collected from
research in such a way that relationships can be established and inferences drawn. Polit and Beck
(2010) defined data analysis as the systematic organization, the synthesis of research data and the
testing of hypothesis using the data. The researcher used descriptive analysis, frequency and
average using the Statistical Package for Social Sciences version 21 to analyze the data and
presented it using narration and tables.
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CHAPTER 4
Data Presentation and Analysis
Introduction
This chapter focuses on presentation of results of the study. The data were presented in graphs,
pie charts and tables. The results from the questionnaire responses where analysed using
Statistical Packages for Social Sciences (SPSS) software version 21(2012).The researcher used
descriptive design and data was collected using questionnaires. The study was conducted among
100 students (n=100), who were conveniently selected from the five faculties. The results were
categorised into three main sections mainly: demographic characteristics of respondents, sources
of stress and coping strategies of stress. The response rate was 100%. The study sought to answer
the following research questions:-
1) What are the sources of stress among undergraduate students at Bindura University of Science
Education?
2) How do undergraduate students at Bindura University of Science Education cope with stress?
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Data presentation
Table 1( a): Demographic Data (n= 100)
Demographic data (n=100)
Table 1(a) illustrates that eighty two (82%) of the respondents were aged between 18-25 years,
fourteen (14%) were aged between 26-32 years, two (2%) were aged between 33-40 years while
two (2%) were aged between 41- 50 years old. Fifty eight (58%) of the respondents were
females. Twenty two (22%) of the respondents were from the Faculty of Social Science and
Humanities, eighteen (18%) were from the Faculty of Science Education, twenty five (25%)
were from the Faculty of Commerce, eighteen (18%) were from the Faculty of Science while
Demographic data Frequency (n) Percentage (%)
Age (years)
18- 25 82 82
26-32 14 14
33-40 2 2
41-50 2 2
Total 100 100
Sex
Male 42 42
Female 58 58
Total 100 100
Study Programme
Social Science in Humanities 22 22
Science Education 18 18
Commerce 25 25
Health Science 18 18
Agriculture &Environmental Science 17 17
Total 100 100
Year of Study
Part one 40 40
Part two 35 35
Part four 25 25
Total 100 100
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seventeen (17%) were from the Faculty of Agriculture and Environmental Science. Forty (40%)
of the respondents were part one students, thirty five (35%) were part two students while twenty
five (25%) were part four.
Table 1(b): Demographic Data (n= 100)
In table 1(b) ninety two (92%) of the respondents were Christians, four (4%) were Muslims
while four (4%) were Traditionalists. Most of the respondents fifty one (51%) did their
secondary education at a boarding school while forty nine (49%) did their secondary education at
a day school. The majority of the respondents eighty three (83%) started their undergraduate
aged between 18-25 years, fourteen (14%) were aged between 26- 32 years while three (3%)
were aged between 33- 40 years old. The majority of the respondents seventy two (72%) were
Demographic data Frequency Percentage
Religion
Christianity 92 92
Muslim 4 4
Traditionalists 4 4
Total 100 100
Secondary Education
Boarding school 51 51
Day school 49 49
Total 100 100
Age when started undergraduate degree
18-25 83 83
26-32 14 14
33-40 3 3
Total 100 100
Marital Status
Single 72 72
Married 22 22
Divorced 3 3
Co-habiting 3 3
Total 100 100
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single, twenty two (22%) were married, three (3%) were divorced while three (3%) were co-
habiting.
Figure 2: Hours of sleep during the night (n=100)
Figure 2 above illustrates that forty (40%) of the respondents slept 3-5 hours at night and sixty
(60%) slept 6-9 hours
60%
40%
Hours of Sleep
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Figure 3: Last time visited by Doctor (n=100)
Figure 3 illustrates that majority of the respondents (60) could not remember when they last
visited the doctor.
Table 2: Type of residence (n=100)
Type of Residence Frequency (n) Percentages (%)
Private 54 54
Family 39 39
Co-habiting 7 7
Total 100 100
Table 2 above shows that fifty four (54%) of the respondents were private lodgers, thirty nine
(39%) were living with their families while seven (7%) were cohabitating.
Last Visit to Doctor
Last Visit to Doctor
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Sources of stress
a) Studying in general
Figure 4: Academic workload (n=100)
Figure 4 illustrates that sixteen (16%) of the respondents were not stressed by academic
workload, fifty (50%), while thirty four (34%) were much stressed. Majority of the respondents
(50%) were somewhat stressed.
Academic Workload
Academic Workload
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Table 3: Time management (n=100)
Time management Frequency (n) Percentages (%)
Not stressful 29 29
Somewhat stressful 45 45
Very stressful 26 26
Total 100 100
Table 3 above shows that twenty nine (29%) of the respondents were not stressed by time
management, forty five (45%) were somewhat stressed while twenty six (26%) were much
stressed.
Table 4: studying in general (n=100)
Failing examinations Frequency Percentages (%)
Not stressful 13 13
Somewhat stressful 16 16
Very stressful 71 71
Total 100 100
Transport problems
Not stressful 21 21
Somewhat stressful 26 26
Very stressful 53 53
Total 100 100
Table 4 illustrates that majority of the respondents seventy one (71%) were much stressed by
failing examinations while fifty three (53%) were much stressed by transport problems.
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Table 5: Personal challenges (n= 100)
Making future plans Frequency Percentages (%)
Not stressful 48 48
Somewhat stressful 32 32
Very stressful 20 20
Total 100 100
Low self-esteem
Not stressful 48 48
Somewhat stressful 37 37
Very stressful 15 15
Total 100 100
Intimate relationship
Not stressful 44 44
Somewhat stressful 33 33
Very stressful 23 23
Total 100 100
b) Personal challenges
Table 5 shows that forty eight (48%) of the respondents were not stressed by making future plans
while twenty (20%) were much stressed. Forty eight (48%) were not stressed by low self-esteem,
while fifteen (15%) were much stressed. The majority of the respondents forty four (44%) were
not stressed with intimate relationship but twenty three (23%) were much stressed.
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Table 6: Somatic impact (n=100)
Unable to sleep
continuously
Frequency Percentage (%)
Not stressful 38 38
somewhat stressful 35 35
Very stressful 27 27
Total 100 100
Appetite change
Not stressful 37 37
Somewhat stressful 49 49
Very Stressful 14 14
Total 100 100
Inadequate meal
Not stressful 19 19
Somewhat stressful 39 39
Very stressful 42 42
Total 100 100
Personal illness
Not stressful 43 43
Somewhat stressful 22 22
Very stressful 35 35
Total 100 100
c) Somatic impact
Thirty eight (38%) of the respondents were not stressed in being unable to sleep, thirty five
(35%) were somewhat stressed while twenty seven (27%) were much stressed. Thirty seven
(37%) of the respondents were not stressed with appetite change, forty nine (49%) were
somewhat stressed while fourteen (14%) were much stressed. Nineteen (19%) of the
respondents were not stressed with inadequate meal, thirty nine (39%) were somewhat
stressed while forty two (42%) were much stressed. Forty three (43%) of the respondents
were not stressed with having personal illness, twenty two (22%) were somewhat stressed
while thirty five (35%) were much stressed.
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Table 7: Social factors (n= 100)
Financial difficulties
Not stressful 15 15
Somewhat stressful 24 24
Very stressful 61 61
Total 100 100
Family Problems
Not stressful 25 25
Somewhat stressful 35 35
Very stressful 40 40
Total 100 100
Living conditions
Not stressful 34 34
Somewhat stressful 35 35
Very stressful 31 31
Total 100 100
Extra-curricular
Not stressful 62 62
Somewhat stressful 24 24
Very stressful 13 13
Total 100 100
Lack of confidence
Not stressful 58 58
Somewhat stressful 28 28
Very stressful 14 14
Total 100 100
d) Social factors
Table 7 illustrate that fifteen (15%) of the respondents were not stressed with financial
difficulties, twenty four (24%) were somewhat stressed while sixty one (61%) were much
stressed. Twenty five (25%) of the respondents were not stressed with family problems, thirty
five (35%) were somewhat stressed while forty (40%) were much stressed with family problems.
Thirty four (34%) of the respondents were not stressed with living conditions, thirty five (35%)
were somewhat stressed while thirty one (31%) were much stressed. Majority of the respondents
sixty two (62%) were not stressed with extra-curricular activities, twenty four (24%) were
somewhat stressed while thirteen (13%) were much stressed. Fifty eight (58%) of the
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respondents were not stressed with lacking confidence, twenty eight (28%) were somewhat
stressed while fourteen (14%) were much stressed.
Coping strategies
Table 8(a): Seeking diversion (n=100)
Coping mechanism Frequency (n) Percentage (%)
Go to movie
Never 35 35
Sometime 49 49
Most of time 16 16
Total 100 100
Play video games
Never 36 36
Sometime 48 48
Most of time 16 16
Total 100 100
Listen to Music
Never 5 5
Sometime 30 30
Most of time 65 65
Total 100 100
Read
Never 7 7
Sometime 39 39
Most of time 54 54
Total 100 100
a) Seeking diversion
Table 8 illustrates coping strategies, where thirty five (35%) of the respondents never go to
movie, forty nine (49%) go sometimes while sixteen (16%) go most of the time. Thirty six (36%)
of the respondents never play video games, forty eight (48%) play sometimes while sixteen
(16%) play most of the time. Five (5%) of the respondents never listen to music, thirty (30%)
listen sometimes while sixty five (65%) listen most of the time. Seven (7%) of the respondents
never read, thirty nine (39%) sometimes read while fifty four (54%) read most of the time.
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Table 8(b): Seeking diversion (n= 100)
Coping mechanism Frequency Percentage
Watch television
Never 24 24
Sometime 56 56
Most of time 20 20
Total 100 100
Sleep
Never 9 9
Sometime 57 57
Most of time 34 34
Total 100 100
Do exercises
Never 33 33
Sometime 49 49
Most of time 18 18
Total 100 100
Eat food
Never 5 5
Sometime 45 45
Most of time 50 50
Total 100 100
Twenty four (24%) of the respondents never watch television, fifty six (56%) watch sometimes
while twenty (20%) watch most of the time. Nine (9%) of the respondents do not sleep to cope
with stress, fifty seven (57%) sleep sometimes, while thirty four (34%) sleep most of the time.
Five (5%) of the respondents never do exercises, forty nine (49%) do exercises sometimes while
eighteen (18%) do exercises most of the time. Five (5%) of the respondents never eat food to
cope with stress, forty five (45%) eat food sometimes while fifty (50%) eat most of the time.
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Table 9: ventilating feelings
Coping mechanism Frequency (n) Percentage (%)
Chat with friends
Never 4 4
Sometime 42 42
Most of the time 54 54
Total 100 100
Cry
Never 35 35
Sometime 52 52
Most of the time 13 13
Total 100 100
Day dream
Never 43 43
Sometime 44 44
Most of the time 13 13
Total 100 100
b) Ventilating feelings
Four (4%) of the respondents never chat with friends, forty two (42%) chat sometimes while fifty
four (54%) chat most of the time. Thirty five (35%) of the respondents never cry, fifty two
(52%) cry sometimes while thirteen (13%) cry most of the time. Forty three (43%) of the
respondents never day dream, forty four (44%) day dream sometimes while thirteen (13%) day
dream most of the time.
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Table 10: Avoiding
Avoiding Frequency (n) Percentage (%)
Smoke
Never 66 66
Sometime 8 8
Most of the time 26 26
Total 100 100
Drink beer, wine or liquor
Never 58 58
Sometime 18 18
Most of the time 24 24
Total 100 100
Use prescribed medication
Never 39 39
Sometime 39 39
Most of the time 22 22
Total 100 100
Take coffee/tea
Never 25 25
Sometime 58 58
Most of the time 17 17
Total 100 100
Drink red bull/ dragon
Never 64 64
Sometime 22 22
Most of the time 14 14
Total 100 100
c) Avoiding
Table 10 illustrates that sixty- six (66%) of the respondents never smoke, eight (8%) smoke
sometimes while twenty six (26%) smoke most of the time. Fifty eight (58%) of the respondents
never drink beer, eighteen (18%) drink sometimes while twenty four (24%) drink beer most of
the time. Thirty nine (39%) of the respondents never use prescribed medication, thirty nine use
sometimes while twenty two (22%) use most of the time. Twenty five (25%) of the respondents
never take coffee, fifty eight (58%) take sometimes while seventeen (17%) take coffee most of
the time. Sixty four (64%) of the respondents never drink dragon, twenty two (22%) drink
sometimes while fourteen (14%) drink most of the time.
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Table 11: Seeking professional and spiritual support
Seeking professional
support
Frequency (n) Percentage (%)
Go to church
Never 9 9
Sometime 37 37
Most of the time 54 54
Total 100 100
Pray
Never 8 8
Sometime 29 29
Most of the time 63 63
Total 100 100
Get professional
counselling
Never 57 57
Sometime 33 33
Most of the time 10 10
Total 100 100
d) Seeking professional and spiritual counseling
Thirty seven (37%) sometime go to church while fifty four (54%) go to church most of the time.
Twenty nine (29%) pray sometimes while sixty three (63%) pray most of the time. Fifty seven
(57%) of the respondents never get professional counseling, thirty three (33%) get professional
counseling sometimes while ten (10%) get it most of the time.
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Table 12: self reliance
Self reliance Frequency (n) Percentage (%)
Try to think of good things
Never 10 10
Sometime 33 33
Most of the time 57 57
Total 100 100
Work hard on school work
Never 6 6
Sometime 38 38
Most of the time 56 56
Total 100 100
Try to figure out how to
deal with own problems
Never 9 9
Sometime 36 36
Most of the time 55 55
Total 100 100
e) Self reliance
Ten (10%) of the respondents never try to think of good things, thirty three (33%) sometimes try
to think of good things while fifty seven (57%) try to think of good things most of the time. Six
(6%) never work hard on school work, thirty eight (38%) sometimes work hard on school work
and fifty six (56%) work hard on school work most of the time. Nine (9%) of the respondents
never try to figure out how to deal with own problem, thirty six (36%) try to figure out how to
deal with own problem sometimes and fifty five (55%) try to figure out how to deal with own
problem most of the time.
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Chapter 5
Summary, Discussions, Implications, Conclusion and Recommendations
Introduction
This chapter represents a summary of the study findings, discussions, recommendations and
implications as well as the recommendations which are drawn from the study findings.
Discussions
The study findings showed that the majority of the respondents were aged between 18- 25 years
old with a mean age of 22 years. Forty (40%) of the respondents were sleeping for three to five
hours. The recommended sleeping hours are 7 to 9 hours. Sleep deprivation puts the body at risk
for countless medical problems (Santen at. el, 2010). Sleeping for 3- 5 hours may have effects on
the health of students since one will not have heard enough time to rest and hence will affect the
concentration span and eventually affecting the learning capabilities of the students. This study
concurs with studies done by Ahmad, Yusoff & Razak (2011), Rizwana, Mohammad &Haidar
(2015) and Redwhwan, at. el. (2014), which showed similar range of hours slept by the students.
Sources of stress
Studying in general indicated that fifty (50%), of the respondents were somewhat stressed with
academic workload, while forty-five (45%) were somewhat stressed in time management.
Failure of examinations recorded the highest number of respondents of 71% as the most source
of stress in general studies, followed by transport problems with 53%. Transport problem
becomes a major source of stress since university campuses are far apart. More time is spent
trying to move from one campus to the other resulting in arriving late for lectures or missing
some of the lectures. Buses that ferry students from one campus to the other stick to a two hourly
timetable which may not be convenient for some students. Another trip between the stipulated
times could be ideal for the students.
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Majority of students were not stressed much with personal challenges. Forty-eight (48%)
reported not being stressed by making future plans, not being stressed with low self-esteem and
forty-four (44%) reported not being stressed with intimate relationship. Personal challenges
differ with individuals hence not much was reported as stressful.
On somatic impact the majority (38%) reported not much stress in being unable to sleep
continuously or failing to sleep. 49% of the respondents were somewhat stressed in appetite
change, 43% reporting personal illness as not being stressful but 42% were very much stressed
with inadequate meals. Inadequate meal intake affects the health of students leading to lack of
concentration, physical problems and failure in examinations.
Among the social factors, financial difficulties was the leading source of stress with 61% ,
followed by family problems with 40% and 35% reported living conditions as somewhat
stressful. A lot of finance is needed by students for stationery, accommodation, food or transport.
The financial burden is consistent with (Kasayira et al 2011; Ongori and Angolla 2012) as
reported in their respective studies. As family problems arise, they also have an impact on the
academic work of a student and can result in failure by a student hence leading to stress. Since
most students are not accommodated in the campus, living conditions may also contribute to
stress as students use private accommodation. Extra-curricular activities were reported by
majority (62%) as not stressful as well as lack of confidence recording 58% not stressful.
The top most reported sources of stress were failing exams (71%), financial difficulties (61%),
transport problems (53%), inadequate meals (42%), and family problems (40%). This study is in
agreement with studies done by Ongori & Angolla (2012), Sami et al, (2011) & Redwhwan,
Karim&Zaleha (2011) who reported important causes of stress as financial (58%), lack of sleep
(52%), family problems (44%) and loss of appetite (32%).
Coping strategies
The coping strategies that were used by students ranged from seeking diversion, ventilating
feelings, avoiding, seeking professional and spiritual counseling and self reliance. These were
the actual strategies used to mediate primary and secondary appraisals.
Listening to music was the frequently used method with 65% of the respondents followed by
reading with 54% and eating food with 50% of the respondents. A few reported other strategies
in seeking diversion such as going for a movie sometime (49%) as the majority, playing video
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games sometimes (48%) as the majority, watching television sometime (56%) as the majority,
sleeping sometime (57%) as the majority and doing exercises sometime (49%) as the majority.
This study is in agreement with the study done by Paudel et al. (2013) which reported that
listening to music (57%) and reading books (50%) as leading stress reduction methods during all
academic years.
On ventilating feelings most students had to chart with friends (54%) which is in line with
Lazarus and Folkmen (1984) who state social support as one of the most effective coping
strategy to cope with stressful situations, 52% used crying sometime as a coping strategy while
another 44% used day dreaming sometime as a way to ventilate feelings, which might be because
individuals vent emotions at the moment the individual is stressed rather than solving the
stressful situation at hand.
Fewer students used avoiding as a coping strategy. 66% reported never smoking as the majority,
58% never drink beer, wine or liquor, and 39% never use prescribed medication, while 39%
sometime use prescribed medication. 58% sometime take coffee/tea, while 64% never drink red
bull/dragon. However these findings contradict with Guthrie et al (1995) cited in Yousuff et al
(2010) who purport that dental medical students used avoidance coping strategies more
frequently than other coping strategies.
Praying (63%), was the leading strategy used by students in seeking professional and spiritual
counseling, followed by going to church (54%). 57% never got professional counseling as the
majority. This study concurs with Ahmad; Yusoff & Razak (2011) which reported going to
church (47%) and reading books (65%) as the most common ways to curb stress among the
dental students. The use of different strategies to cope with stress is supported by Lazarus and
Folkman (1984)’s transactional model that comprises of the two broad categories emotion
focused coping strategies and problem focused coping strategies that are used by individuals in
the face of stressful situations.
Of all the coping strategies used by students, self reliance had the highest scores in trying to
think of good things (57%), working hard on school work (56%), and trying to figure out how to
deal with own problems (55%). The commonly used strategies in the study were self reliance,
seeking diversion, spiritual counseling and ventilating. This study is consistent with a study done
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by Chai & Law (2014) at Rahman University in Malaysia who reported that counseling services
(23%), praying (45%), sharing of problems, getting adequate sleep (32%), and going out with
friends (56%) as the coping strategies used by students. Similarly a study by Redhwan, Karim &
Zaleha (2011) who reported going to church (57%), sharing of problems (37%), going out with
friends (34%) and getting adequate sleep (32%) as the mostly frequently used coping strategies
also concurs with this study.
Implications to Nursing Education
The Nurses at Bindura University clinic will have adequate knowledge on sources of stress
among university students and the coping mechanisms used by the students. This information
will help them to develop health promotion programs at Bindura University of Science
Education and other tertiary institutions in the country for both the student and the staff. An
effective and specifically tailored in-service education programme involving all the nurses would
be necessary for continuing education programme on sources of stress and coping strategies
among students.
Implications to Nursing Research
These findings will help to change professional practice by placing more attention on the student,
their potential environment and uncovering the extent of their needs, in order to improve their
success once in the field.
Implications to Administration
The study findings might assist in strengthening support systems that assist undergraduate
students cope with stress. These include strategies that are evidence based that will enable
students to adopt positive coping strategies. University administrators will be able to plan
therapeutic environment on campus for building students’ self-esteem.
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Limitations
The study was conducted among students of Bindura University of Science Education only and
therefore might not be a representative of all Universities across Zimbabwe as well as the general
population. This study relied on self-reporting of student’s usual behaviours which can
overestimate its actual practice, therefore, an estimate of the actual evidence of behaviour needs
to be treated with caution. Another limitation was that this was a University-based survey
therefore those who did not come to the University during the survey period did not participate.
Convenience sampling was used. These students may not have the same sources of stress and
coping mechanisms.
Conclusion
Stress is a common phenomenon among university students. The most common sources of stress
were failing of exams, financial difficulties, transport problems, inadequate meals and family
problems respectively. The most coping strategies used were listening to music, crying, trying to
think of good things and going to church/ reading/ chatting with friends respectively.
Recommendation
The University Counseling department should create platforms such as public lectures or invite
experienced or professional counselors to talk to students from various faculties and would gain
knowledge about how to cope with stress. The University should increase professional
counselors at the university.
Seminars with High School students should be done focusing on the university demands and
how to cope with stress so as to help the students gain knowledge on how to adapt to the
university life and be aware of how to cope positively when faced with stressors.
During orientation of first year, students should be involved in question and answer sessions with
the university counseling department so that they will know where to get professional counseling
when they face stressful situations. The sessions should include equipping the students with good
time management skills, problem-focused management techniques and adjustment skills to the
university environment.
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Further researches on topics such as perception of students on stress and effects of stress should
be carried out by the university so that this will help the university administrators to review and
strengthen the measures in existence and initiatives towards curbing stress among students.
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Appendix 1
Information sheet
Research topic: sources of stress and coping strategies among undergraduate students at Bindura
University of Science Education.
I am a student at Bindura University of Science Education doing a Bachelor of Science Honours
degree in Nursing Education. As part of the academic requirements, I am expected to conduct a
research project.
My contact details are: Monica Mufutumari. Cell +263775806044
Or you can contact my supervisor, Ms Makuyana phone 0771238573/0712038573
Your participation in the study is voluntary, you may discontinue at any time without any
disadvantages or costs.
Privacy will be maintained as the information that will be obtained will be used sorely for
academic purposes. The data will be locked and no one who is not part of the research team will
have access to the data. You are not to put your name, ID number or cell phone number
anywhere on the questionnaire.
There are no known risks that are related to the study. You shall not be given any payment for
participating in the study. You may contact me at the above stated cell number even after the
study if you require any explanations.
The findings will be used to come up with programs that aim to reduce students’ stress at
Bindura University of Science Education.
Thank you for participating.
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Appendix 2
Informed consent
I ........................................ have ready the information explaining the study entitled sources of
stress and coping strategies among undergraduate students at Bindura University of Science
Education. I understand the information given to me. The questions I asked were answered to my
satisfaction.
I agree to participate in the above stated study
Date.....................................................day of ................................2014
Signature..............................................................................................
Witness................................................................................................
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Appendix 3
QUESTIONNAIRE
I am Monica Mufutumari, a student at Bindura University of Science Education. I am carrying
out a study on sources of stress among undergraduate students and their coping strategies in
partial fulfillment of the Bachelor of Science Honors’ degree in Nursing Education. I kindly ask
for your participation in completing this questionnaire. Your information shall be treated as
private and confidential, and will be used strictly for academic purposes only. Your name should
not appear anywhere on the questionnaire. Thank you.
Section A:
Demographic data
1. Age (in years).........................................................................
2. Sex (Please tick the appropriate answer)
Male Female
3. Programme of study
(specify).....................................................................
4. Year of study………………………
5. Religion: Christianity Muslim Traditionalism
6. Type of school attended for high school - Boarding....................
Day school..................
7. At what age did you start the undergraduate programme?
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8. Marital status Single
Married
Widowed
Divorced
Co-habiting
9. How many hours do you sleep at night in a day ……………….
10. The last time you visited the doctor was 1- 2 days ago
A week ago
Last month
Cannot remember
11. How often do you seek medical attention? Often
Rarely
12. What type of residence do you use? Private
Family
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Co-habiting
Section B – sources of stress
Please tick which you feel is the main contributory factor:
a) Studying in general
Not stressful somewhat stressful very stressful
13. Academic workload
14. Time management
15. Failing examinations
16. Transport problems
b) Personal challenges
17. Making future plans
18. Low self-respect?
19. Intimate relationship
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c) Somatic impact
20. unable to sleep continuously/ failing
to sleep
21. Appetite change
22. Inadequate meal/ break time
23. Personal illness
d) Social factors
24. Financial difficulties
25. Family problems
26. Living conditions
27. Extracurricular activities
28. Lack of confidence in self
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Section C – Coping strategies
a) Seeking diversion never sometimes most of the time
29. Go to movie
30. Play video games
31. Listen to music/ radio
32. Read
33. Watch TV
34. Sleep
35. Do exercises
36. Eat food
b) Ventilating feelings
37. Chat with friends
38. Cry
39. Day dream
c) Avoiding
40. Smoke
41. Drink beer, wine or liquor
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42. Use prescribed medication
43. Take coffee/tea
44. Drink red bull/dragon
d) Seeking professional and spiritual support
45. Go to church
46. Pray
47. Get professional counseling
e) Self reliance
48. Try to think of good things
49. Work hard on school work
50. Try to figure out how to deal
with your own problems
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Appendix 4
Supporting letter from Health Science department
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Appendix 5
Application letter for permission
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Appendix 6
Permission from Registrar