Academic Stress among University Students

and Its Effect on Mental Health

Submitted for Doctor of Philosophy in Psychology

Submitted by
Parveen Banu R.
PhD Scholar, Dept of Applied Psychology
Pondicherry University

Done Under the Supervision of

Prof. Sibnath Deb
Department of Applied Psychology
Pondicherry University
September 2015
 Department of Applied Psychology
Pondicherry University
Silver Jubilee Campus, R.V.Nagar, Kalapet, Puducherry-605 014
Prof. Sibnath Deb, Ph.D., D.Sc.
Coordinator, UGC SAP project
Adjunct Professor, School of Public Health and Social Work, Faculty of Health
Queensland University of Technology (QUT), Brisbane, Australia
---------------------------------------------------------------------------------------------------------------
CERTIFICATE

Certified that the doctoral dissertation submitted by Parveen Banu R. titled

‘Academic Stress among University Students and Its Effect on Mental Health’ is a
record of her research work carried out during the year 2011- 2015 under me in
partial fulfillment for the award of Doctor of Philosophy in Psychology.

This doctoral dissertation has not been submitted for the award of any degree,
diploma, fellowship or other title. I hereby confirm the originality of the work and
that there is no plagiarism in any part of the dissertation.

Place: Pondicherry
Date: …………………
Signature of the Guide
Prof. Sibnath Deb

Forwarded by

Signature, Head of the Department

Department of Applied Psychology
Pondicherry University, Pondicherry
 DECLARATION

I, Parveen Banu R., hereby declare that the doctoral dissertation titled ‘Academic
Stress among University Students and Its Effect on Mental Health’ is a record of
my original research work for the award of the degree of Doctor of Philosophy in
Psychology. I have completed this study under the supervision of Prof. Sibnath Deb,
Professor, Department of Applied Psychology, Pondicherry University, Puducherry,
India.

I also declare that this doctoral thesis has not been submitted for the award of any
degree, diploma, fellowship or other title. I hereby confirm the originality of the
work and that there is no plagiarism in any part of the dissertation.

Place: Pondicherry
Date: …………………

Signature of the candidate

Parveen Banu R.
PhD. Scholar
Department of Applied
Psychology
Pondicherry University,
Pondicherry
 Acknowledgements
At the outset, I would like to extend my gratitude to my supervisor Prof.
Sibnath Deb for his guidance in completing the task successfully. Prof. Deb’s
valuable suggestions helped me to remain in the track. His wisdom and knowledge
always motivated and encouraged me to execute my work efficiently and
effectively.

I am grateful to Honorable Vice Chancellor, Registrar, Controller of

examination, Librarian and other officials of Pondicherry University for providing
all the facilities and support for the research program.

I am also grateful to my Doctoral Committee Members - Dr. Surendra

Kumar Sia and Dr. R. Nalini for their advice, suggestions, constructive criticism and
extensive discussions around my work. I would also like to extend my gratitude to
Dr. Vishnu Vardhan and Vishnavi for their support for data analysis.

I cordially thank the Head of different Departments of Pondicherry

University for giving me permission for data collection from their students. Almost
all the students eagerly cooperated with me for data collection. I am grateful to all of
them.

I am thankful to all the Institutional Ethics Committee Members for giving

me the clearance for carrying out the study. Support from the faculty members,
research scholars and staff of the Department of Applied Psychology, Pondicherry
University was motivating for me to complete the work successfully. I am also
thankful to my friends and fellow researchers like Aneesh Kumar, Shinto Thomas,
Anjali Gireeson and others who helped me in various ways.

Finally, I extend my heartfelt thanks to my all family members for their

support. Without support from my family members it would not have been possible
for me to complete the task.

I don’t have words to express my gratitude to my mom Asia Ummal for her
continuous encouragement in my academic endeavour. My mom is like God in my
 ii

life. And I also like to thank my dear Sweet Sister and Brothers, Syethali Fathima,
Noor Shake Mohamed and Jaker Hussain for their direct and indirect help
throughout this journey. My child Noorul Sana was a special source of inspiration in
my life to proceed for higher studies.

Unconditional support from my dear husband ‘Mohamed Gows’ during the

last three and half year is unforgettable. He used to bring me to the university and
wait for a long time in front of gate and canteen for me so that I do not face any
problem in terms of communication. I highly appreciate and respect his patience. At
the end I express my deep gratitude to my late father Mr. Rasik Bareeth for his love
and affection during my childhood. He might be very happy observing that I am
going to submit my Doctoral Thesis to the Pondicherry University. I think I could
fulfill his dream.

Parveen Banu R.
PhD. Scholar, Dept of Applied Psychology, Pondicherry University, Puducherry,
India
 Contents
Page No
Acknowledgements i-ii
List of Tables vi
List of Figures viii
Executive Summary ix-xi

Chapter I: Introduction 1-30

1.1 Stress 2
1.1.1 Definitions of stress 2
1.1.2 Mechanisms of Stress 3
1.1.3 Effects of stress 4
1.1.3.1 Psychological Effects 4
1.1.3.2 Physiological Effects 4
1.2 Academic Stress 4
1.2.1 Negative Impact of Stress on student 5
1.2.1.1 Anxiety 5
1.2.1.2 Depression 6
1.2.1.3 Anger 6
1.2.1.4 Self-Medication 6
1.2.1.5 Academic Dishonesty 6
1.2.1.6 Disengagement 6
1.2.1.7 Poor Health Habits/Lack of Sleep 7
1.3 Academic Stress Among University Students 7
1.3.1 Factors responsible for academic stress 8
1.3.1.1 Meeting deadlines 8
1.3.1.2 Assignments and home work 8
1.3.1.3 Time related pressures 8
1.3.1.4 Examinations 8
1.3.1.5 Competitive academic atmosphere 8
1.3.1.6 Socioeconomic status 9
1.3.1.7 Transition to the university 9
1.3.1.8 Financial Issues 9
1.3.1.9 Parent-Expectations 9
1.3.1.10 Relationship Problems 10
1.3.1.11 Lack of social support 10
1.4 Depression 11
1.4.1 What Causes Depression 12
1.4.1.1 Life events 12
1.4.1.2 Loss 12
1.4.1.3 Anger 12
1.4.1.4 Childhood experiences 13
1.4.1.5 Physical conditions 13
1.4.1.6 Family History 13
1.4.1.7 Stress 13
1.4.2 Gender differences 13
 1.5 Depression Among University Students 14
1.6 Relationship Between Stress And Depression 15
1.7 Social Support 17
1.7.1 Dimensions of social support 17
1.7.2 Social support association to mental and physical 17
health
1.7.2.1 Mental Wellbeing 18
1.7.2.2. Physical Wellbeing 18
1.7.3 Gender differences 19
1.7.4 Social support in academics 19
1.7.4.1 Sources 20
1.8 Social Support In University Contest 20
1.9 Social Support And Academic Stress 21
1.10 Mental Health 23
1.11 Mental Health Issues Among University Students 24
1.11.1 Prevalence of stress among university students 25
1.11.2 Prevalence of depression among university 26
students
1.11.3 Prevalence of anxiety among university students 26
1.11.4 Prevalence of substance abuse among university 27
students
1.11.5 Prevalence of suicides among university 27
students
1.11.6 Gender vulnerability 28
1.12 Coping Strategy and Academic Stress 28

Chapter II: Literature Review, Objectives, Research Questions, 31-57

Hypotheses and Rationale
2.1 Literature related to mental health of university students 31
2.2 Literature related to academic stress 38
2.3 Literature related to depression 44
2.4 Literature related to social support 50
2.5 Rationale behind the study 55
2.6 Objectives 56
2.7 Hypotheses 56

Chapter III: Methods 58-62

3.1 Design 58
3.2 Sample 58
3.3 Study Tools 58
3.4 Data Collection and Analysis 60
3.5 Ethical Issues 61
3.6 Challenges Faced 61
3.7 Operational Definitions 61

Chapter IV: Results 63-90

Section I: Demographic and Socio-economic Background of the 63
Students
 Section II: Mental Dispositions of the University Students 66
Section III: Academic Stress, Depression and Social Support of 68
the Students Across Gender, Semester, Perceived Family
Environment and Relationships with Parents
Section IV: Perception of Pondicherry University Academic and 77
Social Environment and Other Related Issues
Section V: Coping Mechanism of the University Students 85
Section VI: Association between Student’s Perceived Academic
and Social Ambiences and Mental Health Variables viz., 87
Academic Stress and Depression

Chapter V: Discussion 91-100

5.1 Academic Stress 92
5.2 Depression 93
5.3 Association of Academic Stress and Depression 96
5.4 Social Support 96
5.5 Perception of Students about University Academic 97
Environment, Living Arrangements and Other Personal Issues
and Its Association with Academic Stress and Depression
5.6 Association between Perception of University Students 98
about University Environment and Other Personal Issues and
Academic Stress
5.7 Association of Depression and Students Perception about 99
University Environment

Chapter VI: Conclusion, Implications, Recommendations, 101-106

Limitations and Directions for Future Research
6.1 Conclusion 101
6.2 Implications 102
6.3 Recommendations 102
6.4 Limitations of the Study 105
6.5 Directions for Future Research 105

References 107-143

Appendices 144-150
Appendix I: Structured Questionnaire 144
Appendix II: Academic Stress Scale 146
Appendix III: University Students Depression Inventory 147
Appendix IV: Support Function Scale 148
Appendix V: University Ethics Clearance Certificate 150
 List of Tables
Title Page No.

Table 1: Description of Sample (N=717) 65

Table 2: Central Tendency Measures and Deviations with 66

Respect to Three Mental Health Variables of the
University Students (n=717

Table 3: Proportion of Students within Each Category of the 67

Academic Stress (n=717)

Table 4: Proportion of Students within Each Category of the 68

University Students Depression Inventory (USDI)
(n=717)

Table 5: Showing ‘t'-test Results Concerning Academic Stress 69

of the Students and Its Association with Gender,
Semesters, Family Environment and Relationships
with Parents

Table 6: Showing Oneway ANOVA Results Concerning 71

Academic Stress of the Students and Its Association
with Academic Streams, Students Academic
Performance and Income

Table 7: Showing ‘t'-test Results Concerning Depression of the 72

Students and Its Association with Gender, Semesters,
Family Environment and Relationships with Parents

Table 8: Showing Oneway ANOVA Results Concerning 73

Depression of the Students and Its Association with
Academic Streams, Students Academic Performance
and Income

Table 9: Social Support of the Students from Parents, and Its 74

Association with Gender, Semesters, Family
Environment and Relationships with Parents

Table 10: Social Support of the Students from Teachers and Its 74
Association with Gender, Semesters, Family
Environment and Relationships with Parents

Table 11: Social Support of the Students from Classmates and Its 75
Association with Gender, Semesters, Family
Environment and Relationships with Parents
 vii

Table 12: Overall Social Support of the Students from Parents, 75

Teachers and Classmates and Its Association with
Gender, Semesters, Family Environment and
Relationships with Parents (n=717)

Table 13: Association between Academic Stress and Depression 76

of the Students

Table 14: Gender-wise Correlation between Academic Stress and 76

Depression of the Students

Table 15: Academic Stream-wise Correlation between Academic 76

Stress and Depression of the Students

Table 16: University Students Perception about Academic 78

Environment, Living Arrangements and Other Related
Issues (n=717)

Table 17: Gender-wise Perception of University Students about 82

Academic Environment, Living Arrangements and
Other Related Issues(n=717)

Table 18: Academic Stream-wise Perception of University 84

Students about Academic Environment, living
Arrangements and Other Related Issues

Table 19: Coping Strategies of the University Students 85

Table 20: Coping Strategies of the Semester II and III Students 86

Table 21: Academic Stream-wise Coping Strategies of the 87

University Students

Table 22: Association between Students Perceived University 88

Academic and Social Ambiance and Academic Stress
(n=717)

Table 23: Association between Students Perceived University 90

Academic and Social Ambiance and Depression
(n=717)
 List of Figures
Title Page No.
Fig.1: Gender Distribution 65
Fig. 2: Academic Stream-wise Distribution of sample 65
Fig.3: Age Distribution 66
Fig.4: Semester-wise Distribution of sample 66
Fig.5: Academic Performance in the Last Semester 66
Fig.6: Perceived Family Environment 66
Fig.7: Level of Academic Stress of Students 67
Fig.8: Level of Depression among Students 68
Fig.9: Able to Follow Classes 77
Fig.10: Academic Stream-wise Perception of Students about Classes 77
Fig.11: Satisfied about Teaching Methods 79
Fig.12: Satisfied about Teaching Methods: : Academic Stream-wise 79
Perception
Fig.13: Feeling Academically Stressed 79
Fig.14: Academic Stream-wise Feeling of Academic Stress 79
Fig.15: Happy with the Living Arrangements of the University 80
Fig.16: Living Arrangements: Perception across Academic-stream 80
Fig.17: Issues Bothering Students Mentally 80
Fig.18: Issues Bothering Students Mentally across Academic-stream 80
Fig.19: Involvement in Romantic Relationship 81
Fig.20: Involvement in Romantic Relationship across Academic-stream 81
Fig.21: Doing Regular Exercise 81
Fig.22: Doing Regular Exercise across Academic-stream 81
 Executive Summary
Academic stress during university education is not much investigated area in
the developing countries like India. Very limited research was carried out on
academic stress of Indian University students. In addition, university students in
India face multiple challenges concerning quality teaching, academic,
accommodation and food facilities, safety in the university campus, relationships
with opposite gender, dependence on substances, high tuition fees, and culture shock
and so on. Although these issues have negative impact on academic performance
and mental health of the students, they did not receive minimum attention from the
academics and researchers. Hence, the necessity of the present study was felt. The
broad objective of the study was to find out the academic stress of Pondicherry
University students and its association with depression and social support. In
addition, the present study examined the students’ perception about academic
environment and other related issues. Fifteen hypotheses were formulated for
verification.

The present study followed the ex-post facto design. A group of 717 students
from three academic streams (i.e., Humanities & Social Sciences, Science and
Management) of Pondicherry University (A Central University), located in
Puducherry, India was covered in the study and they were selected following
multistage cluster sampling method. The study tools which were used in the study
are as follows:

 Structured Questionnaire (Deb & Banu (2013)

 Academic Stress Scale (ASS) (Sam, 2001)

 University Student Depression Inventory (USDI) (Khawaja & Bryden, 2006)

 Social Support Scale (Malecki, Demaray, & Elliott, 2000)

First clearance from the Institutional Ethical Committee, Pondicherry

University was obtained, followed by obtaining informed consent, ensuring
confidentiality of information and other related ethical issues were taken care of. A
 x

tentative time schedule was developed in consultation with the Head of the
department for data collection and accordingly researcher went to the respective
departments for data collection. During the visit to the departments all the available
students in a particular class was covered based on voluntary participation.

Findings disclosed that one in ten students (9.8%) experienced high

academic stress while seven in ten students (67.8%) experienced moderate academic
stress. So far as gender is concerned, female students experienced more academic
stress compared to male students. Students from Humanities were found to be more
vulnerable to academic stress than that of Science and Management students.
Semester II students and students with better academic performance manifested
more academic stress. Academic stress was associated with poor living
arrangements, unable to share personal problems with others and involvement in
romantic relationships.

So far as depression scores are concerned, findings indicates that 2.4, 13.1
and 37.7% of the university students were suffering from extremely severe, severe
and moderate depression. Male students, students from semester II and Humanities
and Social Sciences background and with poor and moderate academic performance
were suffering from more depression than their counterparts.

Female students enjoyed significantly more social support from parents

compared to their counterparts. However, over all social support from parents,
teachers and classmates did not reveal any significant gender difference.

So far as association between academic stress and depression is concerned,

correlation results clearly indicate that there is no association between academic
stress and depression. Hence it might be stated that academic stress does not have a
direct affect on mental health of the university students. Further gender-wise
analysis of data with respect to association between academic stress and depression
indicates an association i.e., female students were significantly more vulnerable to
depression than male students on account of academic stress. Social support was not
found to be a mediating factor of academic stress and depression.
 xi

Solving problem by oneself was the most preferred coping mechanism for
university students, followed by discussing the problems with friends, and parents.
Other methods of coping mechanisms include praying for solution, listening music,
seeing movies and outings and smoking and drinking. Academic stream and
Semester-wise significant difference was not found in terms of coping mechanism
except one type of coping mechanism i.e. praying.

Students’ negative perceptions about university academic environment,

living arrangements and personal issues have been associated with depression.
Congenial family environment and positive relationship with parents and physical
exercise played a positive role for good mental health. No mental health support
services are available in most of the Indian Universities. Findings of the present
study highlight the need for mental health support services for the students in the
university campus. Immediate arrangement of psychological support services like
counseling, cognitive behavioral therapy for the students who were suffering from
severe and extremely severe depression will be beneficial.
 1

CHAPTER I: INTRODUCTION

India has the third leading higher education system in the world, next to the United
States and China. It has developed at a fast pace by adding around 22,000 colleges
and more than 13.93 million students in a decade from 2000-01 to 2010-11(Latest
Statistics on Indian Higher Education, 2012). In 1950 there were merely 20
universities in India, but at present in 2014 the number of Universities has
tremendously raised to 677, in these 45 central universities, 318 state universities,
129 deemed universities, 185 state private universities. The number of colleges has
also spread out 74 times with just 500 in 1950 rising to 37,204, as on 31st March,
2013 (Ministry of Human Resource Development, MHRD, 2015).

This increase in students’ enrolment in higher education has also witnessed

dramatic increase in mental health problems. Nowadays lot of money has been
invested in education. It is the students that represent the world’s investment for
future. Their mental or psychological health and well-being are very imperative not
only for their own growth but also for contributing to the society’s welfare. There is
evidence that implies vulnerability of mental health problems in university context.
Many studies reveal high rates of stress and depression among university students
worldwide (Busari, 2012; Chen et al., 2013; Shamsuddin et al., 2013; Pidgeon et al.,
2014; Pozos-Radillo, 2014).

There are unique stress inducers in University life such as changes in

environment, budding peer relationships, academic stress, financial management,
and lack or poor social support network. It is increasingly recognized that these
common stress inducers or stressors may have harmful consequences on the mental
or physical health of students. Enormous academic, psychosocial and financial
challenges were experienced by university students in the university environment as
reported by number of studies (Eisenberg et al., 2007; Talib & Rehman, 2012;
Verger, Guagliardo, Gilbert, Rouillon, & Masfety, 2009).

Stress affects a large number of students. It is a burning issue affecting

students of all grades and levels across the world. For administration and for
parents’ university students academic stress is a big cause of concern.
 2

Academic stress mostly caused by intensive academic workloads is

associated with depression. The perception of not having enough time to widen
knowledge base required, studying for examinations for grade rivalry and mastery of
a huge amount of study syllabus information in little time period all these lead to
academic stress. This depression can affect students’ academic performance such as
lack of focusing in class and lower grades. Suicidal tendency is also on the increase
among university students. Suicides among students are mostly associated with fear
of academic failure or under achievement (WHO, 2012)

1.1 Stress

Stress is normally defined as “a mental occurrence caused by demand and failure, is

very familiar in our lives; it appears to result from an individual’s assessment that
environmental demand exceeds his or her resources and thus endangers the
person’s wellbeing”. It is however hard to define stress since every individual’s
reaction to stress is different. A situation stressful for one person may not be
perceived as such by another. Response to stress affects the mind, body and
behavior of a person. “It may hinder normal development of the personality and
performance of a person. Stress may further cause negative emotions, such as
depression and anxiety, if not properly controlled”.

A certain amount of stress is needed for all people to perform efficiently.

Neither an overabundance of or too minimal stress is useful nor fruitful. Appropriate
stress level tunes up the brain and enhances performance and wellbeing. Favorable
amount of stress is needed to rush individuals to the level of ideal readiness. It also
enhances subjective and behavioral performance. However excessive amount of
stress can lead to depression, boredom, poor health and anxiety.

1.1.1 Definitions of Stress

The term stress derived from the Latin word strictest, which implies tight, or slender,
and stringer and it was generally used to mean hardships, strain, difficulty, or
burden. There are different definitions of stress given by different researchers. Some
of the definitions are
 3

“Stress involved in an environmental situation that perceived as presenting

needs which threatens to exceed the person’s capabilities and resources for meeting
it, under conditions where the person expects a substantial differential in the
rewards and costs from meeting the need versus not meeting it” (McGrath, 1976).

“When people are faced with needs from others or needs from the physical
or psychosocial environment to which they feel unable to adequately respond, a
reaction of the organism is activated to cope with the situation. The nature of this
response depends upon a combination of different elements, including the extent of
the needs, the personal characteristics and coping resources of the person, the
constraints on the person in trying to cope and the support received from others”
(Martino, Chappell, Geneva, Cole, & Grubb, 2000).

“Physically and mentally reactions of daily requests which are often linked
with changes are called stress” (Richlin-Klonsky & Hoe, 2003).

“Stress is a state of mental or emotional strain or suspense and also as a

number of normal reactions of the body (mental, emotional, and physiological)
designed for self-preservation” (Shaikh et al., 2004).

1.1.2 Mechanisms of Stress

As soon as the individual recognizes a harmful or threatening situation immediately

the stress response starts. The sympathetic nervous system (the thoughtful sensory
system), which generates power to the body for a battle or flight reaction activates
by the appraisal of negative emotions. Noradrenaline and adrenaline are
immediately released by sympathetic nervous system, causing heart and respiratory
rates to increase, and blood pressure to rise. Huge amounts of adrenaline will
stimulate hypothalamic-pituitary-adrenal axis pivot, which in turn liberates cortisol
and glucocorticoids to direct body assets to support stress reactions.

Alterations that can occur to body resources include: the immune system,
such as elevated lymphocytes; the metabolism, such as elevated blood glucose
levels; and the cardiovascular system, as in expanded heart rate and pulse. However,
these aforementioned chemicals when presented in an excessive amount can harm
the body but beneficial in helping the body copes with short-term stress (Aldwin &
 4

Yancura, 2010). For example, diabetes caused by elevated blood glucose and
cholesterol can lead to cardiovascular diseases. Thus, the actual cause of chronic
illnesses is caused by chronic stress rather than life events peruse.

1.1.3 Effects of Stress

1.1.3.1 Psychological Effects: Stress may induce feelings of anger, fear,

sadness, feelings of depression, feelings of shame and jealousy in an individual. It
can also lead to disruption of growth, self esteem, performance, increase dispersion
of attention, weakness, confusion of hearing, self hatred, weakness of the ego, loss
of identity, tendency of alienation, frequent complaint of sickness, and desire in
drowsiness.

1.1.3.2 Physiological Effects: Common physiological effects associated

with stress are digestive upset, diarrhea, constipation, chronic respiratory disorders,
high blood pressure, severe headaches, spread of skin disease, goiter, diabetes,
muscle spasm, rheumatoid joint inflammation. It may also lead to eating disorders
such as loss of appetite, increase eating, obesity, orientation of vomiting, nausea,
attacks, stomach ulcers and high cholesterol.

Although the impact of both psychological and physiological stress have

been well-known since ancient times (Dunbar, 1938; Misiak & Sexton, 1966; Plaut
& Friedman, 1981; Zilboorg & Henry, 1941), only recent rapidly emergent
literatures on stress and health have made evident the complete significance of these
early observations. Stress is likely to be present, when problems are not easily
resolved. There is no denying that stress takes a toll on students. Stress faced
students when they enter a totally new universe of expert and professional
education.

1.2 Academic Stress

In academic life, stress is generally an emotional inequity and is emerging as a

global phenomenon. Students often deal with pressure with a specific end goal to
procure great positions and to get a top of the line degree. Academic stress demands
an extra ability to cope, often with something that is new and different in academics.
Stress emerges because of different scholarly elements, for example, substantial
 5

study schedule, unclear assignments and projects. Competition in studies, deprived

study tendencies and not sufficiently having time to manage school's different needs
are taking a toll on the student. Further, unrealistic expectation and demands of
teachers and parents lead to enormous stress. Financial difficulties and worry of
future career are also stress inducers (Mazumdar, Gogoi, Buragohain, & Haloi,
2012).

Other potential causes of academic stress include examinations, language

barriers, different teaching methods, comparisons of performance among peer group
members and relationship problems (Deb, Esben, & Sun, 2014; Deb, Esben, & Sun,
2015).

Stress is a natural and necessary reaction for survival of students in facing

problems in their academic environment. Academic stress if not well handled can
generate both optimistic and pessimistic consequences. Stress stimulus beneficially
warns the body when facing a potential danger and prompts positive results, for
example motivation and enhanced task performance (Combs, Canu, Broman-Fulks,
Rocheleau, Nieman, 2012). However, when stress is seen contrarily or gets to be
inordinate, students experience physical and mental trouble that can result in
depression, anxiety, dysfunctional social relationships and suicidal intentions.

1.2.1 Negative Impact of Stress on Students

Stress leads to development of a range of psychological problems and impact of

stress varies from person to person. Among students the long term exposure to stress
is connected with a range of chronic psychological and physiological illness such as
smoking, drug abuse and high risk sexual behavior (Sawatzky et al., 2012). Once
students experience stress on a daily basis, they tend to unobtrusively suffer from
depression. Long lasting depression without treatment is not only severely affecting
the academic performance of students but also leads to chronic psychological
disorders (Aldwin & Yancura, 2010). Common stress related problems include:

1.2.1.1 Anxiety: Anxiety is defined as “an apprehensive or painful

discomfort of mind usually over an anticipated or impending ill” (Merriam-Webster,
2012). While some students learn to adapt to a high-pressure academic environment,
 6

anxiety is common among students who feel apprehensive over academic tasks.
Competition, manipulation, test taking and other specific tasks may cause anxiety.
Academic anxiety can become more detrimental over time and such students have
difficulty storing and retrieving information. It also leads to upset stomachs and
brain freeze (Pope, 2001).

1.2.1.2 Depression: Depression sets into students who feel pressured to meet
high expectations of self and others. Academic stress makes students to doubt their
abilities to perform well in school and leads to low self esteem. Such students hurt
themselves when stressed or upset by banging their heads or hitting, biting, burning
or cutting themselves. Depression and thoughts of suicide are a major concern
among such students (Kadison & DiGeronimo, 2004).

1.2.1.3. Anger: Anger is the emotional response to stress. Some of the

factors responsible for anger are demanding schedule, expectations of family and
teachers and lack of free time. Elevated anxiety, high pulse rate and headaches are
the results of uncontrolled anger. It may also trigger fights or abuse, lead to
arguments, assault and self-harm. If this is not handled appropriately, it may harm
student as well the surroundings.

1.2.1.4. Self-Medication: To cope with academic stress, some students rely

on illegal drugs or alcohol either to give them the extra boost of energy needed to
complete their tasks or to temporarily escape from study burden, to stay awake to
study task complete, to be alert during test taking or to escape from anxiety (Conner,
Pope, & Galloway, 2010).

1.2.1.5 Academic Dishonesty: Students at an academically competitive

level resort to cheating and manipulation to get good grades. These students create
alliances with adults, work on homework in one class for another, and complain to
get a better grade or simply resort to cheating (Pope, 2001).

1.2.1.6 Disengagement: It refers to the students becoming less vested in the

system and losing motivation to avoid the feeling of rejection at school. Eccles et al
(1993) refer to two different theories that explain students' disinterest in school. The
first is the cumulative stress theory, which provides that puberty and transition in
 7

education compounded stress leading to a lack of motivation for students. The

second is the Person-Environment fit theory, which provides that when the
environment did not meet a person's needs, mental health and motivational problems
occur. If a school setting is not developmentally appropriate, i.e., the standards are
too high or the teachers are not supportive enough, this led to students' lack of
motivation. Students experience disengagement outside of the classroom as well due
to academic stress.

1.2.1.7 Poor Health Habits/Lack of Sleep: Students need good sleep (6-8
hours) each night. Without good sleep, students risk lapses in memory and attention,
depression and slowed reaction time. Students experience frequent illness due to
lack of sleep. They also risk poor eating habits, stomach problems, headaches and a
potential ulcer due to stress. Weight loss is another result of the stress (Astill,
Heijden, Ijzendoorn, & Someren, 2013).

1.3 Academic Stress among University Students

Academic stress has been studied in diverse university circles which are indicated in
latest literature (Aselton, 2012; Britz & Pappas, 2010; Talib & Rehman, 2012). For
past several years among university students academic stress has been an issue of
importance. Being a university student can be incredibly stressful for many different
reasons. Continuously altering character of the university setting can prompt
abnormal amounts of stress in students that influence their wellbeing and scholastic
performance. Academic stress can creep up on students without them even realizing
it.

Despite scholastic requirements or demands, university students suffer novel

stressors and challenges for instance, money related and living courses of action,
changing as per new interpersonal associations and adjusting to new companion or
peer environment. University time is enjoyable phase in student's life. But it is also
accompanied by emotional troubles, psychological distress, relationship issues,
settle on occupation and look for individual and professional goals.

It is observed that stress has influence on university students’ learning,

academic performance, motivation and interpersonal relationships. Furthermore,
 8

high level of stress among students can have direct impact on the level of dropouts,
loss of interest in studies, failures, depression, sleep and dietary disorders, serious
health problems, , anxiety disorders, alcohol and illegal drug utilization, low or lack
of self-confidence and, in the worst case, suicides (Whitman, Spendlove, & Clark,
2000; Yusoff et al., 2011). The warning signals include spending more time on
university study work, irritated with family and friends and becoming short-
tempered, finding hard to sleep, eat or bath, becoming anxious and working more
hours but not seeming to achieve or complete.

1.3.1 Factors Responsible for Academic Stress

There are numerous factors responsible for academic stress which includes the
following:

1.3.1.1 Meeting Deadlines: A major source of academic stress in students is the

struggle to meet assignment deadlines due to which they feel overwhelmed.

1.3.1.2 Assignments and Home Work: Heavy academic workload leads to

academic stress in students. Students find it difficult time to spend time with friends
or engage in outdoor activities though they want to due to this workload.

1.3.1.3 Time Management Problems: This issue is likewise an indispensable

reason for student stress. It is not the administration of time itself that causes stress;
however the people's view of control after some time that is the wellspring of
student stress.

1.3.1.4 Recurrent Examinations: The level of achievement accomplished in the

educational system is considered mostly by periodic examinations which is one of
the most noteworthy stressor for numerous students. Stress induced by examinations
keeps increasing during the preparation period, climaxes during the exam, and
declines after students finish with the test (Sarid, Anson, Yaari, & Margalith, 2004).
Recurrent examinations and deadlines are highly connected with elevated stress.

1.3.1.5 Competitive Scholarly Atmosphere: The opposition for evaluations and the
need to perform well is another noteworthy wellspring of academic stress. The
 9

social pressure applied on students when all is said in done to perform well
scholastically and to succeed in their career leads to academic stress.

1.3.1.6 Socioeconomic Status: The link between low socioeconomic status and
stress are well-known. Maladjustment in high socioeconomic status group of
students is also well established (Suniya, 2013). Today substance abuse, criminal
behavior, depression, anxiety, and sleep problems are more prevalent in vulnerable
youths of high socioeconomic groups compared to earlier generations.

1.3.1.7 Shift to the University: The move to university is unpleasant or stressful for
many students, especially if this includes leaving home. A few understudies move
far from home (probably first-time), and psychological issues is a major concern
amid this shift to university. Students need to adjust to another social environment,
and keep up a high level of scholastic performance (Pittman & Richmond, 2008;
Pratt, 2000).

1.3.1.8 Financial Issues: It is undeniable that financial issues are causing enduring
pressure in today’s students. According to the American College Health Association
(ACHA, 2012), financial problems is listed as the second leading source of stress in
USA. With college tuition fees on the rise and lack of scholarships, many university
students are buried in debt. The top four financial pressures for presently enrolled
students are: the need to reimburse study loans, more fees structure, borrowing
money for college, and difficulty of finding employment after graduation. First and
last year students were found to suffer the greatest stress of any other group of
university students. Student’s anxiety and depression levels are greatly increased by
financial stress and made an impact on academic performance (Andrews & Wilding,
2004).

1.3.1.9 Parent-Expectations: Moving away from home for university is a step to

gain independence for many students. The high expectations set from parents on
their children’s academic performance may be distressing for the students. The gap
between students’ academic performance and perceived parent-expectations causes
psychological distress (Wang & Heppner, 2002).
 10

1.3.1.10 Relationship Problems: Oftentimes, personal relationships are important

factors that can “make or break” stress. Relationship problems were listed as the
third leading source of stress in the USA according to the ACHA (2012).
Individual’s self-confidence and academic competency is mostly associated with a
secure and happy relationship. When experiencing stress, individuals who are in a
happy relationship interpret stress as a challenge and face it positively because they
know they have support. Insecure and unhappy relationships are associated with
increased anxiety, and would result in lower academic achievement. Students having
unhealthy relationships devote most of their time and energy to satisfy their mental
health needs and thus are not dedicated to academic pursuits (Mikulincer, Bimbaum,
Woddis, & Nachmias, 2000). University adjustment and getting more grades are
directly contributed with relationship stress (Bernier, Larose, Boivon, & Soucy,
2004).

1.3.1.11 Lack of Social Support: Social support comes from range of sources such
as parents, friends, teachers, organizations and partners (Taylor, 2011). Teachers,
friends and organizational support are stronger than other relationships of support in
university students. In academics, lack of social support may maximize stress level
of students and minimize their coping strategy. Supportive behaviors convey to
students that they are valued and that someone cares for them. Numerous research
on university students have established that support can decrease academic stress
(Pauley & Hesse, 2009; Wright, 2012), can facilitate students deal with academic
challenges (Thompson, 2008) and can encourage students to gain knowledge (Jones,
2008).

There is no denying that above said stress factors take a toll on university
students. Students go through a lot during their academic years: moving away from
home, experiencing intense pressure to earn good grades, taking exams, trying to
build an adult relationship or establishing a social life, dealing with expensive
tuitions and having one or multiple part-time jobs during the school year. All these
stressors add up to the pressure that prompts to emotional and mental health
problems such as depression.
 11

1.4 Depression

Depression is a critical donor to the worldwide burden of disease and influences

individuals in all ages and groups over the world. Today, depression is assessed to
distress 350 million people in the world. World health Organization (2012) states,
“About 1 in 20 people reported having an episode of depression in the previous
year. Depressive disorders often start at a young age; they reduce people’s
functioning and often are recurring. For these reasons, depression is the leading
cause of disability worldwide in terms of total years lost due to disability. The
demand for curbing depression and other mental health conditions is on the rise
globally”.

Kring, Davison, Neale, and Johnson (2010) states “Depression is an

emotional state marked by great sadness and apprehension, feeling of worthlessness
and guilt, withdrawal from others, loss of sleep, appetite and sexual desire, loss of
interest and pleasure in usual activities”.

The problems mentioned can get to be chronic or recurrent and prompt to

considerable weaknesses in an individual’s ability to deal with his or her everyday
responsibilities. Depression is a casual but very serious mental illness. In the worst
scenario, depression may prompt to suicide. One million lives approximately are lost
annually because of suicide, which means 3000 suicide deaths for every day. For
each individual who confers suicide, 20 or more may endeavor to end his or her life
(WHO, 2012).

Anxiety disorders, such as Post-Traumatic Stress Disorder (PTSD),

Obsessive-Compulsive Disorder, Panic Disorder, Social Phobia, and Generalized
Anxiety Disorder, often accompany depression (Conway, Compton, Stinson, &
Grant, 2006). Alcohol and other substance utilization or dependence often
accompanies depression (Devane, Chiao, Franklin, & Kruep, 2005). Depression
additionally may happen with different genuine medicinal ailments, for example,
coronary illness, stroke, malignancy, HIV/AIDS, diabetes, and Parkinson's disease.
People who have depression along with other restorative disease tend to have more
serious side effects of both depression and the medical illness. They experience
more trouble adjusting to their medicinal condition and bring more medical
 12

expenses than the individuals who don't have co-existing depression (Cassano &
Fava, 2002).

1.4.1 Causes for Depression

Most likely, depression is caused by blend of hereditary, biological, environmental,

and psychological factors and is usually triggered by stressful life events (National
Institute of Mental Health, 2011). Certain sorts of clinical depression tend to keep
running in families. However, depression can happen in individuals without family
history of depression too. Researchers are studying over specific genes that may
make individual inclined to depression. (Tsuang, Bar, Stone, & Faraone, 2004). A
few hereditary researches indicate indicates that the danger for depression results
from the impact of a few genes acting together with environmental or other
variables.

In addition depression may be activated by injury, loss of a friend or family

member, a troublesome relationship, or any upsetting circumstance. Depression
shifts very much from individual to individual and can happen for one or more
reasons. Sometimes it may show up for no conspicuous reason. The reasons for
depression are unpredictable. Often a combination of genetic, psychological and
environmental components is included in the onset of clinical depression. At times,
however, depression happens for no obvious reason.

1.4.1.1 Life Events: Traumatic or an unwelcome life event such as divorce, being
sacked or physical or sexual assault trigger the first episode.

1.4.1.2 Loss: Loss of loved ones or properties may trigger depression. Significant
life changes for example changing house or jobs, divorce, the death of someone
close are linked with depression. People's response to the negative experience causes
depression. If the provoked feelings are not expressed or explored in time, they rot
and prompt to depression.

1.4.1.3 Anger: Depression is sometimes called as ‘frozen anger’. People experience

something which left them feeling angry and vulnerable and they are not able to
express their emotions at that time. Due to childhood experiences and expression of
 13

anger mostly unacceptable to others – anger becomes internalized and leads to

depression.

1.4.1.4 Childhood Experiences: Childhood experience of emotional or physical

abuse, traumatic events such as parental separation, loses or death, unfulfilled
wishes lead to depression mostly in the later years.

1.4.1.5 Physical Conditions: Physical conditions such as conditions influencing the

mind and sensory system, hormonal issues particularly thyroid and parathyroid
issues, side effects identifying with the menstrual cycle or the menopause, low
glucose or sleep problems may cause depression.

1.4.1.6 Family History: Depression often runs in families. Some family members
tend to have a depression. On the other hand, here and there individuals who have
no family history additionally develop depression.

1.4.1.7 Stress: Psychological and environmental stressors can add to depression,

however people respond distinctively to life occasions and encounters.

1.4.2 Gender Differences

While depression is the leading cause of disability for both males and females, the
burden of depression is 50% higher for females than males. In fact, depression is the
leading cause of disease burden for women in both high-income and low- and
middle-income countries (WHO, 2008). Women’s higher depression rate may be
associated with their biological, life cycle, hormonal, and psychosocial factors.
Hormones directly affect the brain chemistry that control emotions and mood. Men
experience depression differently than women. While women with depression are
more likely to have feelings of worthlessness, sadness and guilt, men are more likely
to be irritable, tired, loss of interest in pleasurable activities and have difficulty
sleeping (Cochran & Rabinowitz, 2000). Men are more likely than women to turn to
alcohol or drugs when they are depressed. They also become frustrated, discouraged,
irritable, angry, and sometimes abusive.
 14

1.5 Depression among University Students

Depression is the most typical disease affecting humanity. It affects people of all
ages and involves the body, mind and thought. Depression sets in at teen years when
boys and girls are tackling with gender issues and developing sexuality, framing self
identity separated from their guardians and settling on independent decisions for the
first time. Depression is perceived as the most widely recognized emotional wellness
issue in the student populace (Khawaja & Krystle, 2008).

Depression among university students is a great degree predominant and

boundless issue across the country (Abedini, Davachi, Sohbaee, Mahmoodi, & Safa,
2007; Buchanan, 2012; Frotani, 2005; Ildar, Firouz, Mazloum, & Navidian, 2004;
Sarokhani et al., 2013). University students are at expanded danger of depression
owing to the pressure and stress they encounter (Leila, Kosnin, & Mislan, 2014).
University students are a special gathering of individuals who persevere through a
discriminating temporary period in which they progress from pre-adulthood to
adulthood and can be a noticeable the most upsetting or stressful times in a person’s
life.

Young student population with depression have an extended danger of

scholarly challenges, school drop-out, upset or denied connection with family and
companions and wellbeing issues that persist in their later adulthood (Hirsch, Webb,
& Jeglic, 2011; Klemenc, Kersnik, Eder, & Colaric, 2011). Increased depression
manifestation can diminish the way that university students prepare or get ready for
their professional careers along with the increased scholastic and social
responsibilities which prompt to numerous factors resulting in depression, stress or
anxiety.

Depressed students feel distressing, nervous, fruitless, dependent, empty,

tempered or restless. Further they lose enthusiasm in activities that were once
pleasurable, experience loss of craving or overeating, have problems in
concentrating, recalling details or making decisions, and may contemplate, attempt
or commit suicide. Instances of Insomnia, excessive sleeping, exhaustion, aches,
pains, digestive issues or lessened vitality might likewise be present. In addition
 15

depressed students may cry constantly, miss out or avoid classes, or disengage
themselves without acknowledging they are depressed.

Evidence revealed that higher levels of depressive symptoms are experienced

by female students (Mikolajczyk, Maxwell, Ansari, Naydenova, & Stock, 2008;
World Federation of Mental Health, 2012), later in their semesters (Bostanci, Ozdel,
Oguzhanoglu, Ozdel, & Ergin, 2005). Moreover, extremely symptomatic students
separated from parents (Eisenberg, Gollust, Golberstein, & Hefner, 2007), smoke,
drink alcohol (Zawawi & Hamaideh, 2009) and belong to the low income category
(Chen et al., 2013).

In addition, students with more elevated levels of depressive symptoms have

not mingle with parents as well as friends had lower levels of closeness (Bushnik,
2005). Anxiety has often been coexisting with depression in university students
(Andrews & Wilding, 2004; Eisenberg et al., 2007). The link between depression
and suicide is well-established (Harrington, 2001).

1.6 Relationship between Stress and Depression

Research studies have found a strong relationship between stress and depression.
Majority of people develop depression following stressful experiences (Hammen,
2005). Research on stress and depression demonstrated that students’ depression has
a critical positive relationship with stress, showing that stress is an imperative
component that has an impact depression generation (Jaremka, Granello, Haag-
Granello, 2013; Peng et al., 2013). Persistent stress leads to elevated depression.
University students who have received treatment for depression are under constant
stress from a range of sources (Aselton, 2012). High levels of stress are related with
depression, lack of confidence in learning and socializing, and poor adjustment to
study habits. These associations with stress will affect academic performance in a
major way (Goff, 2011).

Some important questions about stress and depression still need further
clarification and one such question is whether chronic stress predicts chronic
depression. Due to unspecified nature of timing of chronic stress and depression, it
 16

is difficult to determine which one occurs first. It has been hypothesized that chronic
stress worsens the effects of acute stressors on depression (Hammen, 2005).

Caimey, Boyle, Offord, & Racine (2003) claim that chronic stress reduces
the impact of acute stress on depression. They add that people who experience
chronic stress become accustomed to cope with it, so they are somewhat immune to
acute stress from life events. Stress is firmly related with depression and stress
intensity and level of depression have a dose-response relationship (Kessler, 2003)
However, not all individuals will have depression when under pressure. The
depression level of different peoples differs even under the same stress conditions
(Jaremka, Granello, Haag-Granello, 2013), which demonstrate that other variables
influence the relationship between stress and depression.

The issue of gender differences in relation to stress yields greater consensus

with more studies showing that men are less likely to become depressed in response
to stressors than women (Hammen, 2005). Causes of female and male depression
may be quite different from each other. It is not conclusive whether stress affects
men and women differently. As men and women often operate in different social
contexts, both tend to develop different emotional dispositions and personality traits.
Accordingly, their responses and coping mechanisms to stress situations vary (Das
& Sahoo, 2012). Due to the differences in appraising stressful events, male and
female students perceive and react to stressors differently (Hamaideh, 2011). For
example, when bumped into an unpleasant situation, female students tend frankly
express their feelings, whereas men manage their emotions, accept the difficulty and
engage in problem solving. In addition, men handle stress in a soother manner
compared to women.

Stress and depression share some comparable behavioral manifestations,

including social isolation, increased or decreased eating, sleep disturbances and
potential drug abuse. Facing repeated stress and the negative mindset of depression
can result in feelings of helplessness (Das & Sahoo, 2012).

A cause-and-effect relationship exists between stress and depression.

Struggling with unrelenting stress increases the potential for depression. On the flip
side, depression lowers the ability to cope, and any small daily challenge may
 17

trigger unusually high stress. Ongoing stress results in continuously elevated levels
of biochemical, and that leads to medical conditions, including depression.

1.7 Social Support

According to He et al., (2014), “Social support is a support accessible to an

individual through social ties to other individuals, family, friends, neighbors, and
community members that is available in times of need to give psychological,
physical, and financial help Social support is a cognitive perception on how an
individual perceives the quality of support”.

1.7.1 Dimensions of Social Support

Hypothetical models of social support indicate the following essential dimensions: a

structural dimension, which incorporates group size and recurrence of social
connections, and a functional dimension with support in the form of emotions (for
example, accepting adoration and compassion) and instrumental components
(sensible assistance for example, gifts or helping in day to day activities) (Charney,
2004). Functional dimension is a superior indicator of good wellbeing than structural
dimension, albeit both are vital (Southwick, Vythilingam, & Charney, 2005). The
ideal source of social support may rely on upon the developmental phase of the
individual who is getting the support. For instance, parental support is more precious
in adolescence than adulthood (Stice, Ragan, & Randall, 2004). The insight of social
support is connected with the level of social association in the elderly and with
instrumental support in adulthood (Lynch, Mendelson, & Robins, 1999).

1.7.2 Social Support Associations to Mental and Physical Well-Being

Various studies show that social support is vital for keeping up great mental and
physical wellbeing. As opposed to low social support, abnormal states seem to
buffer or secure against the full effect of mental and physical illness. The link
between better social support and greater mental and physical health in various
peoples, including students, unemployed laborers, new moms, dowagers, and
parents of kids with severe therapeutic diseases (Resick, 2001). Social support is a
critical component in diminishing functional disability in patients with major
 18

depression (Travis, Lyness, & Shields, 2004), and in improving the probability of
healing (Sayal, Checkley, & Rees, 2002). Further, the danger of built up post
traumatic stress disorder upon contact to battle injury is conversely connected with
well-built social support.

1.7.2.1 Mental Well-being: Social support is connected with elevated

psychological well-being. In stressful times, social support facilitates individuals
diminish psychological distress such as stress, anxiety or depression (Taylor, 2011).
Social support can work as a problem-focused (e.g. getting substantial data that
helps resolve an issue) and emotion-focused coping strategy (e.g. used to direct
enthusiastic reactions that emerge from the stressful occasion) (Folkman & Lazarus,
1991). Social support has been establish to assist or advance emotional adjustment
in situations with steady high stress, for example, HIV, rheumatoid joint pain,
stroke, tumor and coronary disease (Turner et al., 2002). Absence of social support
is identified with psychological issues such as stress, depression and anxiety.

Individuals with absence or decreased social support account more

symptoms of depression and anxiety than do individuals with high social support.
Also, individuals with low social support have higher rates of major mental issue
than those with high support. These incorporate post traumatic stress disorder
(Brewin, Andrews, & Valentine, 2000), panic disorder social phobia, significant
depressive issue, dysthymic issue, and dietary issues. Moreover, individuals with
low support have elevated self-destructive ideation, and increased alcohol and
(illegal and professionally prescribed) drug issues (Huang, Yen, & Lung, 2010).

1.7.2.2. Physical Well-being: Social support has a clearly exhibited

connection to physical wellbeing results in people, with various binds to physical
health including mortality. Individuals with low or without social support are at a
greater danger of death from a series of illnesses (for example, tumor, lower
immunity, and coronary disease) (Uchino, 2004). Also, higher social support has an
improved probability for survival (Holt-Lunstad, Smith, & Layton, 2010).
Conversely, higher rates of social support have been connected with various positive
impacts, including quicker recuperation from coronary surgery, less vulnerability to
herpes infection, cardiovascular, neuroendocrine and immune function with elevated
 19

amounts of social support. Strong social support is also favorable in the

improvement from less severe tumors (Uchino, 2006).

1.7.3 Gender Differences

It is understood that the genders contrast in their need, utilize, and procurement of
social support, with women commonly both obliging and giving more social support
than men. Sexual orientation contrasts have been established in social support
research. Women give more social support to others and are more occupied with
their social networks (Taylor et al., 2000). However, Day and Livingtone in 2003
demonstrated that there are no distinctions in the degree to which men and women
look for appraisal, informational, and instrumental sorts of support. Rather,
enormous contrast lies in looking for emotional support. Additionally, social support
may be extra advantageous to women. These gender contrasts in social support may
originate from the biological distinction between men and women in how they react
to stress (Taylor, 2000). Men’s behaviors are general more introverted or antisocial,
with less respect to the effect their adapting may have upon others, and women more
prosocial-dynamic with significance stressed on how their adapting influences
individuals around them. This may clarify why ladies are more inclined to
encounters negative mental issues, for example, depression and anxiety taking into
account how women get and process stressors. In like manner, women are liable to
find circumstances more distressing than men. In common, women are likely to find
situations more stressful than males. At the point when the apparent stress level is
the same, men and women have many less contrasts by the way they look for and
use social support (Day & Livingtone, 2003).

1.7.4 Social Support in Academics

Social support is a composite term that contract with how social connections effect
students’ prosperity and wellbeing. Social support in students is firmly related to ties
with parents, friends, teachers, and significance others. Social support decreases the
danger for creating mental illness in students. Supportive behaviors put forward to
students that he or she is worthier and that someone else is concerned for him or her.
Social support can facilitate to beat stress, depends on communications with others
and on behavior and messages that pass on consideration and concern (Pauley &
 20

Hesse, 2009; Wright, 2012), can help students oversee scholarly difficulties
(Thompson, 2008) and can prompt students to study (Jones, 2008).

1.7.4.1 Sources: Support can originate from range of sources, such as family,
companions, teachers, neighbours, coworkers, associations, romantic partners,
community ties, and so on (Taylor, 2011). Sources of support can be natural (e.g.,
from family and friends) or more formal (e.g., mental health specialists or
community organizations). In children, early familial support has been vital to create
social capabilities, and in youthful students steady parental connections have assume
an imperative part in scholastic achievement. Teacher and school personnel support
have been more grounded than different relationships of support. Family and
companion social connections to be liable to conflicts though school connections are
more steady (Chu, Saucier, & Hafner, 2010).

1.8 Social Support in University Contest

University students have additionally been the objective of different studies on the
impacts of social support. Current information show university stresses have
expanded in severity. Studies have likewise demonstrated that university students'
perceptions of social support have changed from viewing support as steady to
viewing them as variable and fluctuating. Despite such mounting stress, students
naturally look for support family, friends and teachers with a specific end goal to
reduce mental trouble.

Students who reported social support were initiated more inclined to take
part in fewer unhealthy activities, including inactive behavior, drug and alcohol
utilization, and an excessive or too little rest or sleep. Lack or absence of social
support in university students is also strongly connected to life disappointment and
suicidal behavior (Chao, 2012).

Among student populations in general, the empirical literature reveals

beneficial aspects of perceived social support as a an indicator of fruitful college
adjustment; measured for instance, by such results as: life fulfillment (e.g., Chao,
2012), diminished levels of depression (e.g., Constantine, Wilton, & Caldwell, 2003;
Coffman & Gilligan, 2002), enhanced academic performance (e.g., Hinderlie &
 21

Kenny, 2002; Murray et al., 2012) and improve emotional and psychosocial
adjustment to college or university (e.g., Burleson & Mortenson, 2003; Mortenson,
2006). Perceived social support enhancing internal resources of coping which thus
minimize the effect of stressors.

Perceived social support is strongly link with elevated psychological

wellbeing. As an essential environmental source in students social life, social
support influences a students’ physical and psychological well being and behavior
patterns, and has a close association with the generation, manage, adapt and
prevention of depression (Peng, Miao, & Xiao, 2013; Thoits, 2011). Students
elevated social support network permits him/her to expand self-esteem and self-
efficacy easier, thereby resisting the generation of negative emotions such as
depression (Kossek, Pichler, Bodner, & Hammer, 2011; Barth, Schneider, & Kanel,
2010; Lee, Dickson, Conley, & Holmbeck, 2014).

The harmful outcomes of poor social support and the defensive impacts of
good social support in mental illness have been well recognized in university
context. Social support may moderate genetic and environmental vulnerabilities and
give resilience to stress. The support from family and friends were observed to be
one of the variables that can impact students’ academic achievement. Support such
as emotional, academic, and financial are tremendous elements in the achievement
of a university student yet few studies have demonstrated that the amount of social
support from the university and outside contributors like family, friends and teacher
can have an enormous effect on a student’s achievement (Trockel, Barnes, & Egget,
2000).

1.9 Social Support and Academic Stress

The shift from secondary school to a university is a critical milestone in every

student’s life. This transition is a period of separation which necessitates an
adjustment on the part of the student and his family. Life changes, such as university
environment, involve the reconstruction of relations between the individual and the
environment. Besides with transitions, students may also want to battle with issues
of developing aptitude and individuality to the unknown environment can be extra
 22

stressful to adjust to the unknown environment and a life style student requires
enhanced coping skills.

Social support has generally been found to promote psychological well-

being, as well as to buffer the effects of stress (Brissette, Scheier, & Carver, 2002). It
is important to see how social influences impact the stressful experiences in the lives
of students. Perceived social support and physical health are two very important
factors help the overall well-being of the students. The absence of social support
shows negative influence on health and also the higher the social support, the lower
is the psychological problem. The presence of social support helps students’ ability
to cope with stress. Social support has been positively correlated with lower levels
of overall stress in university students.

Social support reduces the adverse psychological impact of exposure to

stressful life events and on-going life strains. Perceived social support among
students has significance. It not only allows the understanding of the relationship
between mental and physical health but also perceive their function and interaction
with the environment. Social integration during periods of high life stress may not
only provide sustenance for the psychological well-being of an individual, but might
also have a positive impact on a variety of discrete mental health outcomes.

Numerous researchers found that relationship between stress and depression

is affected by social support, compared with the team of high social support. A
closer relationship was found between stress and depression in the low social
support team. Social support plays a significant regulating effect on the relationship
between stress and depression and is an important environmental resource (Thoits,
2011).

A good social support can provide protection for a student under stress and
has common gaining function on maintaining an individual’s good emotional
experience. When an individual is under stress, social support makes him/her
underestimate the hazards and the verities of stress by enhancing their coping
capacities perceived. Social support can also provide problem solving strategies to
the individual, reduce the importance of the problem, and alleviate the harmful
effects of stress experience (Barth, 2010; Waite, 2011). These effects can reduce the
 23

intensity of the relationship between stress and depression, thereby lowering the
degree and generation of depression.

In addition to its direct, predictive relationship with adaptive postsecondary

outcomes, perceived social support has also been portrayed as a moderator variable
that protects an individual against the negative consequences of stress and, hence, its
effect has been evident only at high levels of stress (Crockett et al., 2007; Folkman
& Moskowitz, 2004; Ptacek & Pierce, 2003). Perceived social support may serve as
a moderator against stress by preventing a situation from being appraised as
stressful, by providing a key to a stressful problem, and/or by facilitating adaptive,
healthy behavioral responses (Cohen & Wills, 1985). The role of intrapersonal
processes, such as perceived social support, moderating the unpleasant
psychological impact of exposure to stressful life events related to adjustment in
college or university environment (Crockett et al., 2007; Folkman & Moskowitz,
2004; Ptacek & Pierce, 2003; Swift & Wright, 2000).

1.10 Mental Health

WHO (2014) defined mental health as - “A state of well-being in which every

individual realizes his or her own potential, can cope with the normal stresses of
life, can work productively and fruitfully, and is able to make a contribution to her
or his community”.

Poor mental health prompts getting a possibility of mental issues. Mental

disorders represent for a large extent the burden of disease in young people
worldwide. Most mental disorders start between 12–24 years of age, despite the fact
that they are often initially detected later in age. Poor mental health is strongly
linked to development and other wellbeing concerns in young people especially
lower educational success, violence, substance misuse and poor sexual and
reproductive health.

1.11 Mental Health Issues among University Students

 24

Currently mental health concerns have turned into an emergent issue among students
and academics although studying in university can be a spinning point for students.
Independent living, self-learning, a lack of organization, fewer and less subtle
targets and more talented and competitive companions can all disrupt a student who
has been used to excelling at secondary school. Factors such as the number of
friends, perceived social support, satisfaction with finances, perceived
discrimination were influence the student’s life satisfaction. Self-reported mental
health needs were significantly and adversely connected to confidence about one’s
financial status, higher functional relationship with one’s advisor, regular contact
with friends, and being wealth.

In the meantime the expense of educational tuition fees and living, along
with the demands to get jobs, can put stress on students. The students’ pressure got
raise for later years of university, students endured badly from panic attacks and
anxiety. Moreover university students obsessed about their effort not being good
enough. They would slip study work and have to start over, putting more strain on
themselves to get it in on time. To beat this some students are taking smart drugs in
order to get higher ranks and experiencing increase mental health problems.

Mental health among university students represents a growing and important

public health concern. The university years, especially for those traditional college
age students between18 to 24 years of age, are a period of significant self
improvement and life transition (Iarovici, 2014) are often extremely stressful for
students (Bland, Melton, Welle, & Bigham, 2012). The onset of the majority
lifetime mental health issues arises in this particular time period (APA, 2013;
Eisenberg, Hunt, Speer, & Zivin, 2011). It is a time of contradictions when an
individual experiences numerous progressions and encounter changes, for example,
emotional, behavioral, scholarly, sexual, financial, and social, and additionally
endeavors of finding one's identity with sexual and psychosocial development.
During this period, the university students’ mental health constitutes one of the
essential components of social health.

The needs of mental health among students are growing in prevalence and
severity. Research indicates adverse academic, occupational and social outcomes for
 25

students as a consequence of mental health issues (ACHA, 2013; Eisenberg, Hunt,

& Speer, 2013; Gallagher, 2013; Hunt & Eisenberg, 2010; Iarovici, 2014; Kay &
Schwartz, 2010). These issues can impact not only the affected students themselves,
but also those around them (Eisenberg, Golberstein, & Hunt, 2009; Iarovici, 2014;
Kay & Schwartz, 2010). Peers, faculty, and staff can all be impacted by the presence
of untreated mental health issues (Eisenberg, Golberstein, & Hunt 2009). If these
issues are not addressed, student retention, persistence, and achievement are at risk
(Hartley, 2010). Mental health issues can also adversely affect social connections
(Belch, 2011). Stress, depression and anxiety are the mental health issues most
commonly accounted by college and university students (ACHA, 2013; Gallagher,
2013).

1.11.1 Prevalence of Stress among University Students

Several studies over the world have demonstrated high prevalence of stress among
university students (Britz & Pappas, 2010; Gan, Nasir, Zalilah & Hazizi, 2011;
Stallman, 2010; Wong, Cheung, Chan, Ma, & Tang, 2006). Scholarly advancement
of a university student is said to be a vital part of self development. High scholastic
desires, moving far from home, encountering extraordinary pressure to earn good
grades, taking exams, attempting to build an adult relationship or setting up a social
life, managing extravagant educational costs and having part-time jobs. All these
stressors can add up to an unbearable stress that may prompt to emotional and
mental health problems (Reifman, 2011). In a study among Malaysian university
students stress was observed among 36% of the respondents (Gan, Nasir, Zalilah &
Hazizi, 2011). Another study reported that 43% of Hong Kong students were
suffering from academic stress (Wong et al., 2006). However, a much higher
prevalence of stress was observed among students in western countries and in other
Middle Eastern countries, for example 70% in Jordan (Abu-Ghazaleh, Rajab &
Sonbol, 2011) and 83.9% in Australia (Stallman, 2010) and Furthermore, in
Singapore, about 50% of university students accounted elevated stress (Chan & Ho,
2007).

1.11.2 Prevalence of Depression among University Students

 26

According to WHO, “Depression is a common mental disorder, characterized by

sadness, loss of interest or pleasure, feelings of guilt or low self-worth, disturbed
sleep or appetite, low energy and poor concentration” (World Health Organization,
2008). It affects the academic performance and the way a student eats, sleeps and
behaves. University students in Egypt reported that as high as 71% of university
students were having mild depression and around 38% with moderate level of
depression. (Ibrahim, Kelly, & Glazebrook, 2012) About 70% prevalence of
depression among the medical students are in Pakistan in Karachi; (Khan,
Mahmood, Badshah, Ali, & Jamal, 2006). Different subject studies may have
different effect on students’ mental health. Studies have shown higher prevalence of
depression among non-medical university students (Honney, Buszewicz, Coppola,
& Griffin, 2010). Depression is also commonly experienced by undergraduates; 47%
of undergraduates reported they felt “that things were hopeless”, and 31% reported
feeling “so depressed it was difficult to function” (ACHA, 2013).

1.11.3 Prevalence of Anxiety among University Students

Anxiety is the most prevalent and chronic of all mental health disorders (Jane-Llopis
& Matytsina, 2006) with 51% of undergraduates reporting overwhelming feelings of
anxiety. Depression is also common, with 31% of undergraduates reported
depressed that it was difficult to function (ACHA, 2013). More than a third of
students reporting symptoms of anxiety also had symptoms of depression
(Eisenberg, Gollust, Golberstein, & Hefner, 2007). The overlap between anxiety,
depression, and substance abuse is significant amongst college students. Students
may attempt to manage symptoms related to depression and anxiety with marijuana
and alcohol use. The use of these substances, however, can potentially exacerbate,
and even cause, problems with anxiety and depression (Iarovici, 2014). Research
reveals that underlying depression and anxiety are often coupled with disordered
eating and substance abuse (Dobmeier et al., 2011; Larimer, Turner, Mallett, &
Geisner, 2004).
 27

1.11.4 Prevalence of Substance Abuse among University Students

In today’s competitive environment, students face more stress than ever, be it related
to studying, examinations, or peer, teacher or parental pressure. University students,
often experience more stress, which can have negative academic, emotional and
health outcomes. In addition, common stressful life events are associated with both
mental health symptoms and substance use in young adolescents (Low et al., 2012).
Moreover, the risk of onset of substance use and related problems is heightened
during the university period. The most common substances used by university
students are alcohol, tobacco and cannabis (Caamano et al., 2011; Underwood, Fox,
& Manogue, 2010; Witkiewitz, 2011). During early adulthood is well-documented
that smoking and drinking alcohol are the major public health concern, and is linked
to a high risk of chronic diseases at older age (Room, Babor, & Rehm, 2005). In
addition, substance use is associated with problems such as academic difficulties,
injuries, interpersonal violence (Hingson, Zha, & Weitzman, 2009), high-risk sexual
behavior (Parks, Collins, & Derrick, 2012), depression, and mental disorders.

1.11.5 Prevalence of Suicide among University Students

Teenagers are the most vulnerable and easily influenced by cases of suicide and
suicidal ideation (Juhnke, Granello, & Haag-Granello, 2011). Suicidal ideation is the
early symptom of suicidal actions. The suicidal actions are the results of
psychological disturbances which are connected with the individual physical and
mental health. “In high-income countries, mental disorders are present in up to 90%
of people who die by suicide. However, mental disorders seem to be less prevalent
(around 60%) among those who die by suicide in some Asian countries, as shown in
studies from China and India. The all-India rate was 11 per 100,000 people in 2013.
The Union territory of Puducherry has the highest suicide rate in India. Puducherry
reported a rate of 35.6, followed by Sikkim, Andaman and Nicobar Islands, Tripura
and Kerala. According to the WHO report, India has the highest suicide rate in the
world among 15-29 age groups. According to National Crime Records Bureau
(NCRB) reported that the age groups of 15-29 were the most vulnerable in
Puducherry. The most common reason for teenage suicides is failed love affairs; in
 28

the age group 19-26, and it is mostly associated with the burden of education loans
and poor performance in colleges and universities (WHO, 2014).

1.11.6 Gender Vulnerability

According to the National Center for Educational Statistics (NCES) (2014), females
account for the majority of enrolled college and university students. College women
are more likely to present for mental health treatment than males (Iarovici, 2014).
Mirroring the general adult population, college women are more likely than men to
have anxiety (Eisenberg, Gollust, Golberstein, & Hefner, 2007) and depression
(Iarovici, 2014). Women have significantly higher than men on depression, general
and social anxiety, and eating concerns (Center for Collegiate Mental Health, 2013).
Among students who abuse alcohol, it is more common for women to present with a
pre-existing mood disorder (Iarovici, 2014).

University students need to cope with psychological and psychosocial

changes that are connected to the development of an autonomous personal life and
additionally they have to cope with the academic and social demands that they
encounter in university studies and in their preparation for professional careers.
Therefore, the period of University education is regarded by many as important for
the development of students’ whole life. Mental health is regarded as one of the
needed factors for general health. There are several factors that could be possible
predictors of students’ life satisfaction, their mental health statues are very
important. Many previous studies showed that mental health has effect on life
satisfaction. The results of studies say that individuals who have better mental health
they are more satisfied from their life (WHO, 2013). Thus the severity of this
problem on university campus cannot be underestimated.

1.12 Coping Strategy and Academic Stress

During university life students experience a range of challenges. Some students can
cope with challenges while others struggle to overcome the same. It depends upon
coping styles of an individual. Coping strategies are usually termed ways of dealing
with stress or adapting abilities, also called as coping mechanisms or coping skills.
These strategies lessen stress levels. In the psychological literature coping has been
 29

perceived from various perspectives. Numerous study structures have been created
by researchers throughout the years to comprehend and clarify how persons at
distinctive phases of life experience stressful occasions and cope. Therefore, coping
is the move made despite a stressful situation or an unpleasant circumstance with a
specific end goal to attempt to reduce the danger to self.

Coping refers to responses which are directed towards dealing with the
demands made upon the individual. Coping strategy as mentioned by Mechanic
(1967) are "the application of a person's acquired skills, technique & knowledge to
solve the problems that he or she is facing. When a person is exposed to a stressful
demand, he or she initiates behaviours and thoughts which attempt to remove the
stress or to reinterpret its effects".

Past literatures demonstrated that coping assumes a crucial part in adjustment

to stressful life occasions. Coping strategies are particular endeavors, both
behavioral and mental, that people utilize to master, endure, diminish, or minimize
stressful events (Coyne & Racioppo, 2000; Watson, Logan, & Tomar, 2008).

Active and avoidant coping strategies are the types of coping strategies.
“Active coping methods are either behavioral or mental reactions intended to change
the stressor's way itself or how one contemplates it", while avoidant adapting
procedures "lead individuals into exercises, (for example, liquor utilization) or
mental states, (for example, withdrawal) that keep them from straightly addressing
stressful events” (Krohne, 1993). Active coping viewed as a superior approach to
manage stress, whereas avoidant coping is a psychological risk variable for
antagonistic reactions to stressful life events (Holahan & Moos, 1987).

As indicated by Carver (1997), active coping strategies incorporate “active

coping”, which means making a move or applying endeavors to leave or go around
the stressor; " planning ", contemplating how to go up against the stressor and
planning one's adapting endeavors; “acceptance”, tolerating the way that the
stressful event has happened and is genuine; and "positive reframing ", making the
circumstance's best from it or seeing it in a more positive way. Avoidant strategies
incorporate “denial”, characterized as an attempt to dismiss the truth of the stressful
event "behavioral disengagement ", surrendering or pulling back endeavors from the
 30

attempt to achieve the objective with which the stressor is meddling; "venting", an
expanded attention to one's emotional distress and an attending propensity to
ventilate or release those emotions; and " humour ", making jokes about the event
which introduce stressor.

Approaches in coping to stress are affected by ethnic, social, and financial

attributes. For instance, manifestations of stress increment with diminishing societal
position and females tend to utilize emotional and avoidant adapting techniques
more than their counterparts’ males (Kariv & Heiman, 2005).

Concentrates on from United Kingdom that have inspected coping strategies

of undergraduate students with stresses have for the most part recognized the
utilization of liquor as a coping strategy (Guthrie et al., 1995; Guthrie et al., 1998),
however a few studies have reported the utilization of different substances, for
example, tobacco and drugs (Ashton & Kamali, 1995; Miller & Surtees, 1991). A
study from Pakistan reported that games, music and hanging out with companions,
sleeping, or separated from others were the basic coping with stress (Shaikh et al.,
2004). Having the capacity to oversee responsibilities, problems, or challenges in a
quiet and thoughtful way is one way of coping. Students in Nepal (Sreeramareddy et
al., 2007) received active coping strategies as opposed to avoidant strategies. In a
subjective investigation of Malaysian university students (Redhwan, Sami, Karim,
Chan, & Zaleha, 2009), basic coping strategies received by students were praying
god, ordinary exercise, counselling, watching comedies or cartoons in television,
practicing yoga and tai chi, and delicate music listening.
 31

CHAPTER II: LITERATURE REVIEW

This chapter endeavors to give an overview of literatures on mental health of

university students and furthermore introduces an expansive scope of literature
findings related to academic stress, depression, social support and other related
issues among university students. In the current circumstance, the curiosity of the
researcher is to review the literature findings of past researches. The earlier
researches can assist the researcher to speculate and conceptualize the study
phenomenon, and do discriminating investigation which may give with respect to
choose appropriate outline design and suitable methodology. Remembering these
goals, the researcher reviewed the literatures so as to acquire information and the
state of work being done in this area. Consequently, in the light of the present
research literatures from different sources was extensively reviewed. This chapter
incorporates four areas. First literatures related to mental health of university
students, second literatures related to academic stress, third literatures related to
depression and fourth literatures related to social support.

2.1 Literatures Related To Mental Health of University Students

Globally up to 15% of all recognized diseases are formed by mental health disorders
(Sakellari, Leino, & Kalokerinou, 2011). World Health Organization (WHO, 2014)
recently reported that more than 450 million individuals live with a mental disorder.
As indicated by WHO poor mental health is connected with specific issues, for
example, “quick social change, unpleasant or stressful work conditions, gender
discrimination, social avoidance, and unhealthy way of life, risks of violence and
physical ill-health, and human rights violations”. The changeover from being a
childlike secondary school student to being a university student is an exceptionally
difficult or unpleasant. University students are at danger for mental health disorders
around the world (Corley, 2013).
 32

Contrasted with the all inclusive community MacKean (2011) and Gallagher
(2008) demonstrated that university students have expanded mental health problems,
for example, stress, anxiety, suicides, psychosis, depression, alcohol addictions and
utilization of psychiatric drugs, and other endless chronic mental issue. Studies have
point out that female students in the first year of their course are highly susceptible
to emotional and mental health problems than their counterpart males (Field, Diego,
Pelaez, Deeds, & Delgado, 2012; Price, McLeod, Gleich, & Hand, 2006).

According to Storrie, Ahern, and Tuckett (2010), “given the global

prevalence and burden of mental illness, it is likely there would be a significant
number of students with emotional problems enrolled in university both with a
formal diagnosis and also with no formal diagnosis but with disabling symptoms”.

A study by MacKean (2011) found the unfavorable mental health outcomes

in university students, in light of the fact that they were presented two distinct
wellsprings of transitional stressors, i) stress transferred to the move from youth to
adulthood and ii) stress identified with the move from understudy of secondary
school to university. Another study by Kessler, Bergland, Demler, Jin, and Walters
(2005), supporting the previous study that university students are more at danger for
the improvement of mental illness. Moreover, there is evidence that the mental
wellbeing of university students are adversely impacted by academic institutional
elements that for the most part present inside of that academic environment.

For instance, an increment in stressful events such as failed in examination,

or financial issues and strange environments particularly for first year students may
result in the development of mental side effects (Corley, 2013; Hicks & Heastie,
2008; Lund, Reider, Whiting & Prichard, 2010; Reifler, 2006). Verger et al. (2009)
established that the first-year students are more at risk to elevated levels of stress
because they often have poor coping capacity and absence of self-rule when
contrasted with students in consequent years of study. The stress and anxiety
experienced by first-year students additionally rises to be affected by absence of
social support, the isolative way of the university environment. Thus helplessness to
adjust appropriately to the anxieties and stresses related to academic demands and
 33

desires, and in the end development of mental health problems (Chen, Wong, Ran,
& Gilson, 2009; Verger et al., 2009).

To manage stressors inadequate coping strategies were used by many

university students. According to Burris, Brechtin, Salsman, and Carlson (2009) a
significant number of university students use addictive substances to adapt with
academic or environmental stressors. This supposition has been bolstered by Hughes
(2012), who ascertains alcohol utilization was the peak during the early part of the
first semesters, and decline into the second semesters. Besides, students use tobacco
to adapt to obscure stressors within the scholastic environment (Samouilhan &
Seabi, 2010; Su, Buys, Stewart, Shum, & Farquhar, 2011). Hamdan and Marmash
(2007) found that university students’ tobacco use behavior was identifies interest in
life, and failure to develop positive behaviors. Expanded number of self-destructive
thoughts and behaviors, depression and feelings of over fatigue and anger among
university students were aftereffects of substance utilization (Lund, Reider, Whiting,
& Prichard, 2010; Skala et al., 2012).

Yaghoob, Mohmmad, and Khalil (2014) stated that “Mental Health of

university students is the basis for cultivating talents with overall qualities and a
historic task of higher education”. They clarified the concept of psychological
wellness and the significance of progressing of the university students, analyzed the
current condition of psychological issues. The sample of 289 students (133 girls and
156 boys) was assessed using General Health Questionnaire (GHQ28). 37.37% of
the students were suspected of having mental disorders and related issues. Male
students endured more symptoms of mental disorders when contrast with their
counterparts females. Elements are adding to mental issue were environment,
absence of social support, years of age and thinking about future carrier.

Amir, Karimib, and Alireza (2012) stated that “students are the most
intelligent and talented individuals of society and undoubtedly, their physical and
mental health play an important role in growth and the dynamics of society”. They
examined the better mental health status of freshmen university's students. 32% of
students were assumed mentally ill. In addition coping mechanism and mental health
had a direct and significant link with the rate of suicidal risk and the avoidance
 34

stresses and excitement oriented had significant adverse association with the
problem oriented method and social support. Further findings revealed that the
variables mental health disorders, danger of suicide, social support, and drug misuse
had an opposite relationship with benefitting from the religious convictions. Further
these variables had a direct link with the coping strategy taking into account on
problem orientation and problem solving.

Stallman (2010) studied the university students’ psychological distress in

two large Australian universities. The assessed predominance of 19.2% of students
had mental health troubles and subsyndromal symptoms were 67.4%. These rates
were fundamentally privileged than the general population. Psychological sufferings
were connected with unfulfilled potential or lack of ability. Full-time students,
financial problems, female gender, in a consequent year of their degree and students
are in the age ranges from 18 to 34 were the predictive variables for psychological
distress. Furthermore this study concluded, university students are vulnerable to
mental as well as emotional problems and universal early interventions may prevent
the onset of severe mental illness.

Additionally a study by Adlaf, Gliksman, Demers, & Newton-Taylor (2001),

showed female students (35%) had elevated psychological distress than their
counterpart males (23.6%). A prevalence of 30% of 7,526 university students had
elevated psychological distress in Canada. Contrasted with information from the
overall public in Canada, the recurrence of raised mental troubles was altogether
more and almost the twofold of general population.

Nasrin, Mohsen, Reza, and Shabnam (2010) explored the connections

between mental health, self-destructive thoughts, depression, anxiety, resiliency and
daily hassles among university students. Mental health, Anxiety, depression, and
daily hassles had a positive association with self-destructive thoughts. Resiliency
had a negative connection with self-destructive thoughts. Further result revealed
daily hassles, mental health, depression, anxiety and resiliency were the causative
variables could anticipate 21% of self-destructive thoughts. In addition mental
health issues, resiliency, daily hassles and psychological problems are assuming an
essential part in self-destructive thoughts.
 35

Abediana, Nasrin, and Hamid (2011) compared mental health status of 5986
Freshmen University students (entered the year 2004 and 2006) in University of
Tehran. Mental health and social support had positive relationship. The students
were in year 2004 had lesser degrees of this relationship when compare to students
in 2006 year. Students are from sufficient family support foundation would do well
to emotional wellness and had better mental health. The support from family
assumed an essential part in students mental health when contrast with friends and
teachers support. Mental health and suicidal risk had negative association and there
are no differences in students in both academic years. In addition low or absence of
social support was said as one of the directing components in raises the danger of
suicide and substance misuse.

Tavolacci, Ladner, Grigioni, Richard, and Dechelotte (2013) highlighted the

incidence of substance utilization and behavioral addictions and its association with
perceived stress among 1876 university students. A positive connection between
female gender, consistent smokers and alcohol utilization, risk of cyber addiction,
and particularly dietary issues and perceived stress were observed. Perceived stress
on the other hand, was not significantly linked to the academic core curriculum, and
utilization of alcohol or other addictive substances. Further study found perceived
stress had a noteworthy negative relationship with physical activity; the students
with more bodily activity were less inclined to report stress. Study concluded that
perceived stress was additionally coupled with new-fangled risks for example cyber
addiction and dietary problems or eating disorders with well-known hazards of
alcohol utilization.

In another study by Stecker (2004) examined stress and psychological well-

being of 644 students furthermore assessed academic stress, health, psychosocial,
and other external stresses among post graduate and professional students in USA.
35% of post graduate students approximately, irrespective of school and gender had
severe depressive manifestations. Around 25% of students reported looked for on
campus mental health services while about 19% of students showed readiness to
accept for such good mental health services did not do as such for a series of
reasons, such as shame, time constraints and confidentiality concerns. To cope with
 36

stress, 19% graduate students reported utilization of illegal drugs and 80% utilized
alcohol.

Holm, Hofmann, Sperth, and Funke (2009) carried out a study in University
of Heidelberg to indicate which disorders and psychological issues or problems were
more often occur in students who counseled a psychotherapeutic center. Around 60-
65% of the students experienced clinically relevant psychological disorders. Exam
anxiety was the most widespread issue in student population followed by depression
and psychosomatic manifestations.

Bailer, Schwarz, Witthoft, Rist and Stubinger, (2008) gave predominance

rates to various mental disorders such as affective, anxiety, somatoform, dietary
issues, and alcohol utilization problems among 1600 university students in German.
30.2% of students had alcohol syndrome and it was observed most common among
university students followed by 8.1%, 9.1%, 6.0%, and 4.2% had depressive
syndromes, somatoform syndrome, depression and hypochondriasis respectively. All
above said disorders, except the alcohol syndrome and dietary disorder, were
accompanied by functional disabilities. Study considered these findings relatively
alarming and demonstrating an extensive requirement for both psychological
corrective or curative and preventive interventions in German university students.

Furthermore Benton et al. (2003) found 13,257 students looking for

psychological help in an American university counseling center over a period of 13
years. In addition an increase in seriousness of the issues treated at the center. The
number of students looking for help for depressive disorder expanded to 42% from
21% and the anxiety rates expanded to 63% from 36% over the stretch of time. And
around 3% of students with constant psychological issues, yet, were fairly constant.
A marked elevation was noted in the percent of students looking for guiding and
counseling for problems related to depression, developmental and situational
problems, anxiety, academic skills, grief, and drug utilization.

Akther, Cairns, Massfeller, and Deeth (2010) observed that students search
for counseling or psychotherapy service for the most recurrent mental health
problems in a large Canadian university were relationship concerns, stress/
nervousness, depression, scholastic, and future career. They additionally
 37

investigated academic stress and mental well-being and its association with
acculturative stress among 1214 international and Germany students who were
essentially selected in the mental health support centers of university student’s
issues in everywhere throughout the nation. Years of age, native, German language
proficiency, and earlier voyaging knowledge as the main indicators of acculturative
stress. On the whole, extreme levels of anxiety was experienced and reported by a
large portion of the aggregate sample of university students, while almost one
quarter of the aggregate students were had higher levels of depression.
Socioeconomic and demographic variables and adapting styles significantly
anticipated academic stress and psychological well-being among both groups of
students.

A study by Pidgeon et al. (2014) examined the attributes of 214 university

students from USA, Australia, and Hong Kong universities reported elevated and
lower resilience for elucidating its clinical implications in preventing mental health
issues or problems, concentrating on possibly changeable psychosocial factors. The
difference between the low and high resilience university students represented a
significant extent of 36% with perceived social support, university campus
connectedness, and mental distress. University students with less significant
resilience reported altogether lower levels of university campus connectedness,
perceived social support, and elevated levels of mental distress.

Chen, Wong, Ran and Gilson (2009) portrayed the relationship between
stress, emotional well-being and coping strategy among a group of students from 6
universities. Stress and emotional well-being had a negative association and positive
coping strategy had significant positive buffering consequences for psychological
and emotional health problems. Further the male university students accounted more
elevated amount of stress, poorer psychological and emotional well-being, and less
slant towards utilizing positive coping strategies when contrast with their
counterparts.

University students resting and sleeping time is often extremely constrained,

thus contrarily impact their mental health status and psychological well-being. Lund,
Reider, Prichard, and Whiting, (2010) highlighted that the sleep patterns changed by
 38

the raised levels of stress among university students. In addition to students in

second, third and fourth year of the course, the first year students were losing more
than two hours of rest a night amid weekends. Field, Diego, Pelaez, Deeds and
Delgado (2012) presumed that need or lacking rest prompted to increasing amounts
of alcohol utilization in university student. Furthermore, students utilized alcohol
and other drugs to enhance sleep and battle feelings of fatigue and perform better
scholastically. Chronic risky sleeps prompted the advancement of mental health
problems such as depression, increased agitation, weakness and adversely decrease
students scholastic and social functioning.

2.2 Literatures Related To Academic Stress

University students are the individuals who manage an extensive variety of
academic, individual and social difficulties. In this way academic stress is
considered as one of the most predominant risk factor for mental illness in university
students (Waghachavare, Dhumale, Kadam, & Gore, 2013). American College
Health Association (2006), states that 36% of national university students of
America were psychologically exhausted and 36% of students were felt pressured to
study. A study investigated the prevalence of stress among university students carry
out by Sani et al. (2012) in Jizan University in Saudi Arabia. Prevalence rate of
academic stress among students was 71.9% with female students had elevated stress
(77%) than the males (64%). Long study hours, frequent examinations and lack of
time, family problems, lack of enjoyment in the campus environment, and academic
syllabus itself were the major contributors associated with perceived stress among
university students.

Mostafaei (2012) assessed the association between academic stress and

mental health among male (66) and female (34) university students. Negative
correlation was observed between stress and mental health of students and students
in science field had greater mental health position compared with students in the
humanities. Further no correlation was observed between the variables i.e., gender
and stress, gender and mental health, years of age and academic stress, and years of
age and mental health. Study concluded that academic stress influenced on students
of different years of age and male and female university students experienced same
 39

level of stress and further greater years of age and female gender were positively
correlated to mental health aid seeking.

Another study by Ahmed, Radhwan, Azmi and Beajan (2014) examined

degree and the relationship between dietary practices and academic stress among
407 students in University of Kuwait. Moderate level of stress was experienced by
43% of university students, in that with a little more 44% were females and 40.9%
were males. And 28.4% and 22% of female and male students had severe category
of stress respectively. Moreover academically stressed female students were
vulnerable to eat more snacks, high cholesterol foods and beverages than without
stressed females. Contrast findings were showed in male students that type of food
consumption was not coupled with academic stress.

Busari (2012) high lightened the distinction in the view of academic stress
and response to stressors taking into account from 2,520 students in University of
Nigeria. Disappointments, conflicts, problems in financial, and self-desires stressors
were contrasted altogether in their view of female and male university students yet
there was no significant differ in their view of academic changes and pressures
associated stressors. With respect to stressors, female and male students vary
significantly in their impression of psychological and subjective responses yet did
not contrast altogether in their view of behavioral and physiological response to
stressors.

Das and Sahoo (2012) studied the association between the levels of academic
stress and depression and the impact of gender differences among 27 male and 24
female post graduate students. Male students experienced elevated level of stress
and depression as compared to female university students. Further stress increases
the severity of depression in both genders. Stress and depression had positive
relationship, demonstrates as stress increases the level of depression likewise
expands.

A study by Bhavin, Revati and Anushree (2012) examined the essential

academic stress components among students of masters of business administration.
In academic stressors absence of time for recreational exercises and instructional
method of educating were having high effect. Whereas in behavioral stressors social
 40

impact having high effect on performance. Because of stress the students were
confronting the issues like suffer from headache, moodiness and restlessness. 65%
students didn’t get time for additional activities due to presentations, accomplishing
scholastic objectives, timely submission of projects. Study further illuminates that
study curriculum and directions, and team work related issues were the component
of academic stress. Students’ performance was mostly affected by academic
stressors in addition to psychological stressors.

Habibah, Wong, and Maria (2011) evaluated the stress and scholarly success
of university students from diverse disciplines in University of Putra, Malaysia. The
levels of stress among university students were looked at in light of their years of
pursuing study in university, and their disciplines of study. General student
population reported moderate levels of stress while medical students accounted a
high noteworthy level of stress. Additionally, the first-year university students had
low stress level compare with consequent years. Real wellsprings of stress were
from students’ academics. Besides students’ academic success and their stress level
had a negative association.

Rafidah et al. (2009) assessed the relationship between perceived stress and
stress factors Viz., academic, health, social, and at three unique times of a semester
(starting, end and middle) and their consequence on Pre-Diploma Science students’
academic performance at the Malaysian University of Technology. The students in
general had moderate stress levels and the academic performance of students was
not significantly influenced by any of the stress factors. The students in starting and
middle of the semester had significant perceived stress level as compare to end of
the semester. However, a significant association established between the perceived
stress levels toward the academic performance in end of the semester. With respect
to academic performance both starting and middle of the semester students had no
significant correlation in the level of perceived stress.

Khan, Gulzar and Yahya (2013) distinguished the most impacting elements
of stress influencing university undergraduate students. The four variables that had
interested taken in the study were family stress, emotional stress, financial stress and
social stress. Students encountered a moderate level of social, academic and physical
 41

stress. Living influentially under strict strategy and rules can be a family stressor.
Inaccessibility of best decisions and principal match to live with as an accomplice
can be an emotional stress. Furthermore increased in years of age and increased
monthly income was positively correlated with students’ enjoyment. Less income
undergraduate students discovered trouble to burn through cash on purchasing and
enjoying which is an indicator of financial stress. Under pressure and squat
deference from individuals had lied under social stress.

In addition Pozos et al. (2014) examined the academic stress among 527
university students and its relationship with years of age and gender differences.
Circumstances that related to classroom involvement, obligatory work, and semester
examination were predicting elevated level chronic stress. 18, 23, and 25 years of
age and being a female student were related to the most part of stress. An elevated
level of chronic stress was reported by 35.3% of the students, whereas 44.8% of
students were in moderate levels, and 19.9% of students in low levels. Further study
reasoned that precise distinguishing proof of stressors could help comprehend stress
and its hurtful impacts on university students.

Qadir, Abid and Muzammil (2011) studied the stress related to learning and
university students stress management strategies in Islamia and found the normal
indications of stress, reasons for stress and stress management strategies. Burden of
study, assignments were real reasons for stress. Majority of students felt exhaustion
during stress furthermore study concluded watching T.V or movies, listen to song
and music or take part in other recreation time exercises were diminish stress.

Sharma (2014) reported the impact of peer group influence and academic
stress on depression among teenagers. On depression, young people with high and
low academic stress showed a significant distinction and it was favored by elevated
academic stress group. Students with high and low peer group impact demonstrated
no significant distinction on depression. Likewise, no huge connection or impact
was seen among peer group influence and academic stress to yield a distinction in
students’ depression scores. The outcomes presumed that academic stress had
significant impact on depression yet peer group impact did not influence the
depression level of students.
 42

Negga, Applewhitr, and Livingston (2007) assessed the stress of African

American college students. The main five documented wellsprings of stress were
death of a relative (82%); lower grades (69%); lack of time management (61%);
boyfriend/girlfriend problems (57%); and missed classes (55%). Moreover, overall
students stress, self-esteem and social support had significant relationship. Study
concluded the requirement for universities and college to widen stress reducing
intervention plan that address stress particularly taken into account on race and
school racial compositions.

Tan et al. (2008) determined the relationships of stress, academic

procrastination and student’s grade goals among 226 students in Singapore. High
self-adequacy for self controlled learning also predicted students’ expectations of
doing great and low self efficacy for self-managed learning anticipated students’
desire of not doing well academically. Self-adequacy for self-directed learning was
significantly and adversely identified with procrastination. Additionally, help-
seeking students’ expectations of doing great academically while academic stress
anticipated students’ desire of not doing well academically. Another study by Singh
and Upadhyay (2008) explored academic stress in the context of years of age and
sex contrasts among first and last year female and male students. Female students
perceived more academic stress when contrast with their male counterpart and first
year students reported higher degree of academic stress in comparison of last year
students.

Misra, McKean, West, and Russo (2000) explored the perception of

academic stress among male and female university students, and compared
university teachers and student perceptions of students' academic stress. The
teachers perceived the students are experienced elevated level of academic stress and
to show responses to stressors more oftentimes than the students really perceived.
Teachers and students had an extensive crisscross in their view of students' stressors
and reactions to stressors. Furthermore stress changed crosswise over year in
university and by gender.

Chemers, Hu, and Garcia (2001) studied the impact of first year university
students’ academic self efficacy, optimism, and stress on the academic performance
 43

and adjustment. Optimism was observed to be related to academic performance and

adjustment. Further self-efficacy yielded immediate and backhanded intense
associations with academic performance and adjustment of first year university
students. Optimistic students and academically confident were more inclined to see
the university experience as a challenger as opposed to a danger and they
encountered less academic stress.

Akgun and Ciarrochi (2003) stated “students high in resourcefulness are

purported to be better than others at controlling their negative emotions and
managing stressful tasks” High academic stress unfavorably affected the evaluations
of low resourceful students yet had no impact on high resourceful students.
Academic stress was contrarily associated with academic performance. Also study
reasoned that highly resourceful university students would be more successful than
others at shielding themselves from the unfavorable impacts of academic stress, and
not permitting that stress to have an effect on their grades.

Xia and Sha (2005) examined the correlation between stress sources,
negative emotions and coping strategies among female university students. The
prescient impacts of the coping strategies and stress on negative feeling were
significant and the process model about coping strategies, stress, and negative
emotions were distinctive crosswise over sources in various aspects. Economic
stress had just the circuitous consequences for negative emotions through adverse
problem-solving and support-seeking strategies. Academic stress not just has the
immediate consequences for negative emotions, additionally has the circuitous
impacts through adverse problem-solving strategies. Stress is from the academic,
socioeconomic or interpersonal circumstance, adverse support seeking and problem-
solving strategies had the significant consequences on negative emotions. Although
the immediate impacts on negative emotions, interpersonal stress likewise had the
roundabout consequences for adverse emotions through contrary support-seeking
and problem-solving strategies.

Kamarudin, Aris and Ibrahim (2009) explored the significant distinction of

university students perceived stress levels toward the starting, middle and end of the
semesters. 57% of students experienced moderate level of stress. Further, that there
 44

was no correlation between the students’ academic performance and the level of
perceived stress towards the starting and middle semester however there was a
significant relationship between academic performance and the level of perceived
stress toward the end of semester.

Shonali (2010) investigated students’ academic self-efficacy among

university students in Shimla. Self-efficacy upgraded student's problem solving
ability. It additionally directed impacts on stress. Execution was measured in three
unique ways, (a) classroom tests, (b) scholarly accomplishment, and (c) problem
solving ability. Stress was a forerunner of poor execution in all the three testing
circumstances, self-efficacy as a coping mechanism had most grounded impact on
enhancing problem solving ability in correlation to scholastic accomplishment or
classroom tests. Male students’ prevalently outperformed females indicated more
prominent self-efficacy and similarly less stress. Further study infers that the young
today needs to exceed expectations and get an expert degree at any expense and in
this manner get to be self-maintaining at an early age.

2.3 Literatures Related to Depression

In university context, the most usually diagnosed mental illness among university
students was depression. In United States, 86% of universities surveyed and
distinguished expanding rates of depression within scholastic institutions (Field et
al., 2012). They found that depressive manifestations prompted poorer scholastic
performances among affected students and increased their vulnerability for
encountering extra mental health problems, including disturbing thoughts, anxiety,
controlling intrusive thinking and sleep problems.

Sokratous, Anastasios, Nicos, and Maria (2013) researched the prevalence of

depression and its relationship with the significance of perceived stressful life
occasions among Cyprus university students. The prevalence of 18.8% of university
students had mild and 25.3% of students had moderate level of depressive symptoms
respectively. There were factually critical contrasts in clinically noteworthy
depressive manifestation by gender, females had more clinical depressive
manifestations when compare to males. Correspondingly, a correlation was found
between the clinical depressive indications and quantity of life events (p < 0.001).
 45

Further the study revealed that the high recurrence of event of depressive side
effects among university students, in addition to the well-built connection with
distressing life events.

The depression occurrence among first year female students are higher in
Canada and United States when compare to their male counterparts, 14% and 7%
respectively (Field et al., 2012; Price et al., 2006). On the other hand, Vaez and
Laflamme (2008) found that female university students accessed health services in
higher extents when contrasted with male students. The authors collectively
concluded that the extent of females (64.8%) was significantly higher in depression
than that of males (35.2%). The authors additionally found that male students often
denied, or neglected to verbalize whether they had gotten to mental health services
during their university program. These outcomes were bolstered by Burris et al.
(2009) study found that female students had perceived poorer psychological well-
being status contrasted with male students, and were at a greater danger for
depression during university.

In their literature review, Miller and Chung (2009) found that 43.2% of
university students had serious depressive manifestations that studying inside of the
scholarly setting was a challenge. Further depression was being diagnosed with
more than 3,200 university students and in the past one year. 39.2% of those
students identified, antidepressant medications were taken by 35.8% of students and
24.2% of students were currently in therapy for depression. Moreover, Honney,
Buszewicz, Coppola and Griffin (2010) thought about the levels and incidence of
depression in university students. Having an individual or family history of
depression and ethnic minority students were connected with a higher risk of
depression. Technical students had elevated levels of moderate and severe
depressive manifestations than their restorative student peers. And medical students
had more symptoms of mild depression. 50% of medical and 54% of technical
students was not willing to take counseling if depressed.

Wong, Cheung, Chan, Tang, and Ma (2006) explored the university students’
stress, depression and anxiety among 7915 students in Hong Kong. 41% of students
reported moderate to extreme anxiety, 21% of university students reported moderate
 46

to higher levels of depression, and severe stress levels was accounted by 27% of
students. In support of these ranges, a study conducted by Chen et al. (2013)
explored the predominance of depression in Chinese university students. Results
revealed university students (40.1%) met the characterization for marginal clinical
depression.

Arif et al. (2014) in their study evaluated the depression prevalence, anxiety
and their related risk variables amongst Karachi engineering students. 73.8% of
engineering students had a greater prevalence of anxiety and depressive disorder.
Students, who had lost a relative (in most recent in five months) and family history
of depressive episodes and anxiety disorder, were more prone to be depressed with
anxiety. Study further concluded that anxiety and depression in students had an
increased danger of scholarly challenges, poor associations with family and
companions, and wellbeing issues.

In a study by Bostanci et al. (2005) highlighted prevalence of depression

among university students in Denizli and explored the socio demographic
components and its connection with depressive manifestations among university
students. 26.2% of university students had higher depression. The prevalence of
depressive indications expanded among students with low financial status (31.8%),
older students (34.7%), and students with poor class execution (62.9%). In addition
students identified several other problem ranges: absence of social activities and
lack of facilities on the university campus (69.0%), economic issues (49.3%), poor
quality of the educational system (54.8%), and disappointment with the university
(43.2%), and companion issues (25.9%).

Shamsuddin, Fadzil, Ismail and Shah (2013) assessed the prevalence of

psychological distress such as depression, stress and anxiety. 27.5% of students had
moderate, and severe or extremely severe levels of depression was experienced by
9.7% of students. 34% had moderate, and 29% had severe or extremely severe
anxiety. And 18.6% had moderate and 5.1% had severe or extremely severe stress
respectively. Older students and in rural areas and females were reported higher
depression and anxiety levels, in addition family had either low or high livelihoods
contrasted with those with middle incomes. A Web-based survey was directed by
 47

Eisenberg, Sarah, Ezra, and Jennifer (2007) the anticipated prevalence of depressive
manifestations and anxiety disorder were 15.6% for undergraduates and 13.0% for
graduate students. 2% of students accounted self-destructive thoughts in the past
four weeks and further they reported financial battles are the mediating factor for
mental health problems.

Gan et al. (2011) explored the correlation between depression, stress and
anxiety with disordered eating among university students. The predominance of
depression, anxiety and stress of 29.3%, 55.0% and 21.6% were moderate, severe
and extremely severe respectively. No gender contrasts in depressive disorder.
Anxiety scores were found yet females had significantly elevated stress score
compared to male university students. 18.2% of more than one in five university
students were at risk of dietary problems. 21.3% of females had significantly higher
extent of at danger of dietary problems contrasted with males (13.5%). Further, no
significant interaction impact was found for gender, years of age and ethnicity with
dietary issue, stress and depression. Among university students the incidence of at
risk of dietary issues, depression, anxiety and stress were high and disordered eating
were positively connected with depression, stress and anxiety.

Ibrahim, Kelly and Glazebrook (2012) displayed the consequences of a study

carried out in an Egyptian University, which attempted to study the connection
between social elements and the occurrence of clinical depression. 37% of the
students had symptoms of above the moderate depression levels. In addition study
discipline, father's type of occupation, monthly family wages and number of
students per room in hostel was connected with depression. It was assumed that
lower the financial foundation higher the depression rates.

Lee, Maria, Estanislao and Rodriguez (2013) did a study to focus the
university students social and demographic components connected with elevated
levels of depressive syndrome. Data were derived from 2,436 Filipino university
students. Six of the 11 elements analyzed were observed to be factually altogether
connected with more extreme levels of depressive indications. The elements
incorporate recurrence of smoking, recurrence of alcohol utilization, dissatisfaction
with financial concerns, separated with biological parents, intensity of closeness
 48

with parents and friends. Lifestyle, socioeconomic condition, parents and peers
qualities were identified with more serious danger for depression. More over gender,
year of age, course classification and university semester level were not significantly
related.

Pedrelli et al. (2011) researched the association between gender, depressive

manifestation, alcohol utilization and habitual drinking among 904 university
students. Increased daily alcohol utilization were worsen the depressive symptoms
and male university students are prone to serious risk for compulsive drinking
though in female students, more regrettable depressive manifestations increased the
danger for habitual drinking, yet not for more prominent daily alcohol utilization.

Mikolajczyk et al. (2008) explored the prevalence of depression among

university students of two Western and two Eastern European countries such as
Germany, Denmark, Poland and Bulgaria. Eastern European countries had
depressive symptoms more common than in Western European countries. There was
connection between elevated levels of depressive symptoms and income perceived
as inadequate. Further, conforming for perceived wage adequacy had little impact on
contrasts in the predominance of depression worldwide.

Busaidi et al. (2011) studied the university students’ prevalence of

depressive manifestations and its association with demographic variables. Overall
27.7% of the students had severe depression. Depression was statistically linked
with gender. Besides, there was no link between the scholastic year, college and
depression severity. However, 80% of university students were feeling down,
depressed or helplessness. Inconvenience focusing on things, for example, perusing
studies and sitting in front of the TV were accounted by 78.0% of students of which
17.8% of students reported it as an about day by day issue. Inconvenience falling or
staying unconscious or resting a lot were the most widely recognized symptoms
reported by 17.2% of students nearly on a daily basis. Moreover 4.6% of students
reported self-destructive thought on an almost every day basis.

Othieno, Roselyn, Karl, Supa, and Lucas (2014) revealed a study on 923
University students about the prevalence and socioeconomic variables of
Depression. The general commonness of moderate depressive indications was
 49

35.7% in this 33.5% of males and 39.0% of females and 5.3% of males and 5.1% of
female students had severe major depression. Depressive disorder was significantly
more common among students in their first year of study; further married students,
having financial problems, living outside the university campus; utilizing tobacco
and alcohol were more prone to be depressed. Other variables such years of study,
scholastic execution, religion and college attended identified with higher depression
levels.

Brown, Saewyc, Heiligenstein, Harahan and Fleming (2011) introduced

information from the College Health Intervention Projects on the recurrence of
depression manifestation and suicide thoughts among college and university
students who accessed in 4 university clinics for mental primary care services.
Recurrence of depression was equivalent for 25% of male and 26% of female.
Considered suicides were higher for male (13%) than female (10%). Physical
activity was contrarily connected with onset of depression. Tobacco use, emotional
abuse, and undesirable sexual experiences were all connected with depressive
syndrome. Furthermore study found that depression is connected with various
wellbeing issues including tobacco use, undesirable sexual encounters, and different
types of victimization or violence. The medical providers in the campus-based
student health centers reported majority of students are at danger, with every tenth
student had self destructive or suicidal thoughts and depressive syndrome was
reported by every fourth student.

A study by Mustaffa, Aziz, Mahmood and Shuib (2014) confirmed the

positive correlation of the suicidal ideation and depression among university
students in Johor Bahru. The findings indicated that the students’ overall level of
suicidal ideation was at the normal level. The levels of suicidal ideation among male
students were higher compared to female students. The study also revealed that there
is no distinction in the level of suicidal ideation and depression among the gender
and races i.e., Malays, Chinese, Indians and other races and there was significant
relationship between suicidal ideation and depression.

Laurence, William, and Eiland (2009) measured the prevalence of depressive

disorder and its relationship with stress, and social support among university
 50

students. The predominance of major depressive symptoms was 16.7%. There were
altogether more elevated amounts of stress was positively related with depressive
symptoms and contrasted with those without such symptoms (p < .01), and
depressive indications had significantly declined levels of social support in students.
Moreover elevated amounts of depressive symptoms to be identified with
diminished at both high and low stress levels of social support.

2.4 Literatures Related to Social Support

The vast majority of the literatures on stress, anxiety, depression and psychological
well-being have predominantly centered on social support as a major mediator for
mental health. Social support interacts as a cushion against the possibly negative
impacts of stress in students. Particularly elevated levels of stress can make direct
impact on psychological well-being and social support. In addition adequate social
support may avoid or prevent stressful life occasions, depression, anxiety, substance
misuse, suicidal ideation and other life threatening conditions.

Yaghoob, Mohmmad, and Khalil (2014) expressed that social support are the
component contributing to psychological disorders or mental issues, and Abediana,
Nasrin, and Hamid (2011) specified low social support was one of the directing
element in lifts the danger of suicide and substance misuse. In addition Tajallia,
Sobhib and Ganbaripanahab (2010) distinguished the relationship between
psychological health, daily hassles and social supports in a sample of 262 students of
Islamic Azad University (IAU). Mental health had a significant adverse correlation
with daily hassles and positive correlation with social support. These studies
supports the significance of social support on university students well being and
mental health.

A study by Safree, Yasin, and Dzulkifli (2010) examined the association

between psychological problems and social support among 120 undergraduate
university students. Social support had significantly and adversely correlated with
depression, anxiety and stress. It indicates that high level of social support can help
to diminish or minimize the academic and individual problems of the students.
Moreover Carney and Tan (2002) explored the part of social support on
 51

psychological well-being among female traditional and non-traditional university

students. Nontraditional students, despite having less wellspring of emotional and
instrumental support, were as fulfilled as their traditional counterparts with respect
to their emotionally supportive networks.

Ayman, Hamdan and Hania (2008) explored the link between perception of
social support and perceived stress among 241 private and government university
students in Jordan. A reasonable level of perception of social support and stress were
observed in University students. Higher perception of stress and social support were
seen in female university students. Further perceived stress contrarily related with
perceived family support. The family support perceived as one of the best indicators
of perceived life event as unpleasant or stressful situations than friends support.
Social support is essential for decreasing students’ academic stress. Supports from
teachers, class mates, friends and other significant members likewise impact their
academic performance, and this will indirectly diminish their academic stress.

Moreover Rivera et al. (2013) described the social support, academic stress
and dietary pattern and its connection among college students, in light of their socio-
demographic characteristics. The majority of the students were ranged in years of
age from 21 to 30 years female, an extensive minority, having lesser yearly wages.
More than 50% of the students perceived educational burdens and 68.2% of students
felt academic workload as heavy and 60.7% of students had academic stress and
61.5% of students had moderate levels of social support. Moreover social support,
years of age, school, and perceived academic overload had significant link, yet there
were no such link between dietary pattern, social support and academic stress level.

A study by Ludban and Gitimu (2015) assessed psychological well-being of

college students and other components which affecting students’ psychological well
being. Sex, age, social support received from friends and family, and financial well-
being were the elements that affected psychological well-being of college students.
Further psychological well- being between traditional and non-traditional students
was significant and females scored higher than males in psychological well-being. In
addition the study concluded possibility of some connection between the way
 52

women search for support and receive support more frequently than men which may
upgrade women’s actual state of psychological well-being.

Asberg (2005) argued that “reducing emotional and financial stress-related

expenses may be possible through expanding public and professional awareness of
directing variables, for example, social support and coping resources”. Inadequate
or poor social support network, higher level of stress, and escape avoidance coping
style were altogether significantly associated with elevated levels of depression and
lower life satisfaction among both males and females. Specifically, the interaction
between stress and social support anticipated depression in students. Social support
remains as mediator of stress in deciding negative outcomes, particularly during
high stress

Tam and Lim (2009) examined perceived social support, gender differences
and coping mechanism among 300 colleges and university students in Klang Valley,
Malaysia. Perceived social supports and coping capability had significant positive
correlation. Family members support assumed a more essential part in deciding
coping ability. Besides, perceived social support among female university students
varied altogether from males. Moreover, coping ability of female students also
significantly vary from male, thus females were better coped when contrast with
their male counterparts. In addition Franklin and David (2014) attempt to figure out
the role of psychosocial variables play in advancing the wellbeing and scholarly
achievement of adolescents. Perceived social support was negatively linked to stress
and predictor of health and wellbeing however not academic achievement.

Dimpy and Megha (2013) explored the impacts of Gender differences and
perceived social support on life satisfaction. Results indicated that there are no
gender differences in perceived family support however a significant distinction was
found in the friends support. Likewise, female university students had an elevated
satisfaction with life when contrasted with male students. At last, the results
revealed that elevated levels of friends support and family support increase the life
satisfaction.

Jing, Nicholas, Donald and David (2011) examined university students’

smoking behavior and its association with elevated stress levels and depression by
 53

means of the mediation of social support, coping and personal convictions. Elevated
stress and depression levels prompt more probable the students’ were to embrace
withdrawal coping strategies and to engage in adverse smoking behavior. Stress was
not found to have a crucial direct impact on smoking behavior when depression,
dynamic coping abilities and social support were the mediators. Consequently, if
stress is high yet adapting abilities are moreover high and individual convictions are
against smoking, the likelihood of smoking was low.

Another study by Eman and Shaimaa (2014) contemplated the connection

between suicidal thoughts and resilience, social support, and social stress among
universities students. The consequences showed that there are critical discrepancies
between male and their counterparts’ females in perceived stress, resilience, and
social support. Besides suicide ideation had no significant differences in primary
scores of males and females. An optimistic link exists between males' and females'
students’ suicide thoughts and their scores on perceived stress. Adverse link exists
between gender scores in suicidal thoughts and other related variables such as
resilience, and social support. Perceived stress is an important indicator of suicide
thoughts for female students, while for males perceived stress and social support are
noteworthy indicators of suicidal ideation. Likewise the findings revealed that there
was a strong relationship between the scholastic sufferings, social hassles and
suicidal thoughts.

Wang et al. (2014) inspected the mediator impact of social support on the
association between depression and stress among university students. The
relationship between stress and depression was directed by social support. Further a
positive correlation was observed between stress and depression thus students with
elevated stress reported elevated scores in depression than those with low stress with
low social support level. Otlu (2010) explored the role of gender, acculturative
stress, coping mechanism, cultural differences, and perceived social support in
predicting university adjustment among 170 international university students. For
university adjustment, acculturative stress, positive coping mechanism, and cultural
differences were significant indicators. Gender, negative or inactive coping
mechanism and perceived social support were not significantly associated with
university adjustment.
 54

A study by Bahara (2010) assessed the indicators of scholastic achievement

and its association with gender, family, companion, social support from somebody
unique and socioeconomic variables in a sample of 274 university students. 15% of
scholastic achievement has anticipated by perceived familial support, gender,
socioeconomic variables. Perceived support from a companion had no impact over
academic achievement though perceived familial support is an indicator of academic
achievement. Likewise academic achievement had not been predicted by perceived
support from someone special or unique and the gender, perceived familial support
and socioeconomic status had a significant anticipating impact on the level of
academic achievement.

Dimitrios and Lyrakos (2012) inspected the effect of social support, stress,
and self-esteem through report on study among university students amid a one year
period, at universities from seven countries all over the world. It was noted that one
important finding, during the passing years the social support giving and getting
were significantly reduced (p = .049). Moreover the stress levels are contrarily
connected with the positive methods of coping, the levels of adequate social support,
high self-esteem and university fulfillment. Additionally the stress levels are
positively linked with the negative coping ways (p < .005). The levels of stress in
UK students were higher when compare to other countries.

Glozah (2013) researched the impacts of perceived social support and

scholastic stress and its association with mental wellbeing of youngsters. Perceived
social support supported the effects of scholastic stress on mental wellbeing.
Moreover females reported elevated scores on perceived social support however
reported more clinical depression. Males reported elevated scholastic stress and
better mental wellbeing, and these have been ascribed somewhat to the socialization
part of gender. Additionally research presumed that empowering a sound
interpersonal bond between youths and their family and companions with the point
of diminishing scholarly stress evaluation which is unfriendly to the mental
wellbeing of young people.

Tahmasbipoura and Taherib (2012) contemplated the relationship between

demographic variables, social support and psychological health among 1242 Shahid
 55

Rajaee University students (2010-11). Findings revealed, social support and mental
health had a significant and positive relationship. Social support variables in light of
marriage demonstrated albeit wedded individuals had more imaginary social
support. Students with more social support had elevated mental and psychological
health. The quantity of good social support was based on the residential location.
Students who are live with family members had more support toward the students
who settle in residence. Mental and psychological wellbeing among students based
on marital status demonstrated that the wedded students had less mental issue
toward unmarried ones. Based on gender female students had more social support
toward male students.

Based on the evidence, a conceptual model of academic stress has been

developed and provided below.

2.5 Rationale behind the Study

Evidence clearly indicates that academic stress leads to poor performance and
thereby it might affect the future carrier of the university students. This apart, it
 56

affects mental health of the students in terms of becoming victim of depression and
developing suicidal ideation.

Given the above situation, identification of nature and extend of the problem would
be helpful to take course correction measures and providing psychological support
services to the needy students. Therefore, the necessity of the study was reinforced.

2.6 Objectives

• To study the demographic and socio-economic background of students of

Pondicherry University.
• To study the academic stress, depression and social support of university
students.
• To study the relationship between academic stress and depression of
university students.
• To find the role of social support as mediating factors to academic stress and
depression among university students.
• To study the coping mechanism of the university students.
• To study the perception of university students about academic environment
and other related issues.

2.7 Hypotheses

H-1: Academic stress of male and female students, irrespective of academic streams
and semesters differs significantly.

H-2: Academic stress of semester II and III students, irrespective of gender and
academic stream differs significantly.

H-3: Academic stress of students who perceived family environment to be congenial

and their relationships with parents positive and those who perceive family
environment is not congenial and relationships with parents is not good differs
significantly.

H-4: Academic stress of students from humanities, science, and management,

irrespective of gender and semesters differs significantly.

H-5: Academic stress of students with previous academic performance differs

significantly.

H-6: Academic stress of students coming from different economic backgrounds

differs significantly.
 57

H-7: Depression of male and female students, irrespective of academic streams and
semesters differs significantly.

H-8: Depression stress of semester II and III students, irrespective of gender and
academic stream differs significantly.

H-9: Depression of students who perceived family environment to be congenial and

their relationships with parents positive and those who did not perceive family
environment is not congenial and relationships with parents is not good differs
significantly.

H-10: Depression of students from humanities, science, and management,

irrespective of gender and semesters differs significantly.

H-11: Depression of students with previous academic performance differs

significantly.

H-12: Depression of students coming from different economic backgrounds differs

significantly.

H-13: Academic stress of the university students has an association with depression.

H-14: Academic stress of students who perceived university academic and social
ambiance positive differs significantly from those students who perceived the same
environment otherwise.

H-15:Depression of students who perceived university academic environment, living

arrangements and personal issues positive differs significantly from those students
who perceived the same otherwise.
 58

CHAPTER III: METHODS

3.1 Design: Ex-post facto design was followed.

3.2 Sample

A group of 717 students from three academic streams (i.e., Humanities &
Social Sciences, Science and Management) of Pondicherry University (A Central
University), located in Puducherry, India was covered in the study and they were
selected following multistage cluster sampling method. Pondicherry University
follows CBCS system for evaluation of students’ performance in every semester.

Steps involved in multistage cluster sampling method

– Stage 1: A list of the departments under three schools viz., School of

Physical, Chemical and Applied Science, Management, Humanities
and Social Sciences was prepared.

– Stage 2: Four departments from each school were selected based on

their willingness to participate in the study.

– Stage 3: Finally data were collected from all the students available in
the department during visit of the researcher.

3.3 Study Tools: The tools which were used in the study are as follows:

(i) Structured Questionnaire: A specially designed structured

questionnaire, developed by Deb & Banu (2013) was used in the present
study for gathering information about socio-economic background of the
study subjects and their perception about university. There were two
sections of the structured questionnaire. For example, (i) Section I:
Socio-economic Background, and Section II: Perception about University
Academic Environment, Living Arrangements and Personal Issues.
 59

Section I has 12 items mostly related to background of the study subjects

like age, gender, no. of sibling, semesters, academic stream, academic
performance in the last examination, parents education and occupation,
perceived family environment, family monthly income and nature of
relationship with parents. Section II comprised of 12 items mostly related
to perception of the students about university academic environment,
living arrangements and personal issues like (i) Are you able to follow
the classes? Are you able to clarify your academic queries with the
teachers? Do you feel academically stressed? Are you happy with your
living arrangements in the university campus? Is there any problem
which is bothering you mentally? Are you able to share problems with
others? Are you involvement in any romantic relationship? Are you
taking alcohol regularly? and so on. Mode of response was dichotomous
in nature in case of section II questions. Face validity of the
questionnaire was checked by three experts. Minor modification was
made in the questionnaire based on the feedback from three experts and
then the questionnaire was finalized.

(ii) Academic Stress Scale (ASS) (Sam, 2001): This 6-item scale measures
academic stress. Items refer to problems of concentrating during lectures
and when settling down to study, problems understanding lectures and
asking questions in class, and feeling strained or lacking control over
studies. Respondents are asked to indicate on a 5-point Likert scale,
ranging from 1 (strongly disagree) to 5 (strongly agree), how often he/she
thought or felt in that way. The instrument has a Cronbach’s alpha of .83
(Sam, 2001). Scores were reversed to ensure the higher scores indicated a
presence of academic stress. The Cronbach’s alpha of the scale based on
Indian sample is .94.

(iii) University Student Depression Inventory (USDI) (Khawaja & Bryden,

2006): This 30-item scale, with three factors, measures depressive
symptoms among university students. Depression is manifested by
cognitive, emotional, lethargy and academic motivational symptoms.
 60

Using a 5-point Likert scale, ranging from 1 (not at all) to 5 (all the time)
the respondents refer to each item and indicate how often they have
experienced each depressive manifestation in the past 2 weeks. The
Cronbach’s alpha of that total scale and the subscales ranged from .84 to
.95. Test-retest for total and sub scales range from .76 to .91. Convergent
and discriminant validity is described as satisfactory (Khawaja &
Bryden, 2006). Cut-off levels are developed to assess the level of
severity (Romaniuk & Khawaja, 2013). Higher scores indicate an
elevated level of student depression. The Cronbach’s alpha of the scale
based on Indian sample is .92. The Cronbach’s alpha of that total scale
was also ascertained based on local data and it was .92.

(iv) Social Support Scale (Malecki, Demaray, and Elliott, 2000): The scale
is a 60-item scale developed to measure students’ perceived social
support from five different sources: parents, teachers, classmates, close
friends and other people in the school. In this study, three sources of
support propose to study i.e., parents, teachers, and classmates. The
Cronbach ‘a’ for these scales in this study were Parental Support
(a==.89), Teacher Support (a=.93) and Classmate Support (a=.91).

3.4 Data Collection and Analysis

Clearance was obtained from the Institutional Ethical Committee of the Pondicherry
University for the present study. First from the list of departments of humanities &
social sciences, science and management of the Pondicherry University, twelve
departments were selected following multi-stage cluster sampling method and then
permission from the Head of all the Departments was obtained for data collection. A
tentative time schedule was developed in consultation with the Head for data
collection and accordingly researchers went to the respective departments for data
collection. During the visit to the departments all the available students in a
particular class was covered based on voluntary participation. Finally data were
collected from 728 students.
 61

Data collected from different departments were subject to editing. After

scrutiny 11 data sheets were found to be incomplete and they were rejected. All
complete data sheets (n=717) were entered in computer for analysis and for
meaningful interpretation of data. SPSS software package was used for data
analysis. Group comparisons concerning academic stress scores across various
socio-demographic variables in the sample was made using independent sample t-
test for two groups and in case of more than two groups comparison one-way
ANOVA test was applied.

3.5 Ethical Issues

First, permission from the Institutional Ethics Committee was obtained. The
remaining ethical issues which were followed in the present study for protection of
human rights and for ensuring quality data include obtaining informed consent from
all the study subjects after explaining them about objective of the study, deciding
date and time for data collection as per convenience of the department academic
calendar and time table, ensuring all the subjects about confidentiality of
information and finally ensuring all the study subjects that they could withdraw from
the study at any point of time, if they wished so.

3.6 Challenges Faced

It was very difficult to get permission from some of the departments for data
collection because of their busy academic schedule. A number of times the
researcher went for data collection as per prior appointment. But after reaching the
venue of the department, it was learnt that class was dissolved because of some
reasons. Again getting another appointment consulting the respective faculty of the
department was a big challenge.

3.7 Operational Definitions

Student: A person who is attending full time course at Pondicherry University and
who is at Semester II or III.
 62

Academic Stress: Academic stress is mental distress with respect to some

anticipated frustration associated with academic failure or even unawareness to the
possibility of such failure (All, 2014).

Depression: It is a common mental disorder, characterized by sadness, loss of

interest or pleasure, feelings of guilt or low self-worth, disturbed sleep or appetite,
feelings of tiredness and poor concentration. In the present study ddepression is
measured in terms of cognitive, emotional, lethargy and academic motivational
symptoms. On a 5-point Likert scale, the respondents are required to indicate how
often they have experienced each item over the past 2 weeks

Perceived Social Support: Emotional, informational, or practical assistance from

significant others, such as family members, friends, or coworkers; (and that) support
actually may be received from others or simply perceived to be available when
needed.
 63

CHAPTER IV: RESULTS

Data collected from the field have been edited, processed and analysed issue-wise
and presented in the following section under different headings:

Section I: Demographic and Socio-economic Background of the Students

Section II: Mental Dispositions of the University Students
Section III: Academic Stress, Depression and Social Support of the Students
across Gender, Semester, Perceived Family Environment and Relationships
with Parents
Section IV: Perception of Pondicherry University Academic and Social
Environment and Other Related Issues
Section V: Coping Mechanism of the University Students
Section VI: Association between Student’s Perceived Academic and Social
Ambiences and Mental Health Variables viz., Academic Stress and
Depression

Section I: Demographic and Socio-economic Background

of the Students

Data with respect to demographic and socio-economic variables of the students have
been presented in Table 1. The sample consisted of 717 students and they were
selected following multi stage cluster sampling method.

The students included 402 males and 315 females. They belonged to three
age groups: 60.8% in the 21-22 year old age group, 30.8% in the 23-24 year old age
group and the remaining 8.4% belonged to the 25-26 year old age group. About 45%
of the students had one sibling while 44.6% had two or more siblings. About one-
tenth (10%) of the students were the only child to their parents. Incidentally, about
an equal number of students were covered from Semester II to Semester III
(Semester 2: 48.1%, Semester 3: 51.9%).

The proportion of students from three disciplines was almost equal i.e.,
33.5% from Humanities, 31.2% from Science and 35.4% from Management. So far
as representation of students from semesters is concerned, it is also near to equal
(i.e., 48.7% from semester II while 51.3% from semester III).
 64

As far as academic performance of the students in the last Semester is

concerned, data indicates that performance of more than half of the students (58.2%)
was good (CGPA: 7-8) while performance of 21.9% of the students was moderate
(CGPA: 5-6). Only 6% of the students were found to be struggling with a CGPA
below 5.

As far as parents’ education is concerned, it has been observed that 17.7%,

30.4% and 42.7% of the fathers completed post-graduation, graduation and below
secondary levels respectively. About 9% of the fathers were found to be illiterate. In
comparison to fathers’ education, mothers were found to be a little backward; about
half the mothers’ level of education was below secondary level (49.7%). The
percentages of graduate and postgraduate mothers were 25% and 10.6%
respectively. The rate of illiteracy was a little more among mothers compared to
fathers.

Fathers were mostly engaged in Service and Business, followed by other

professions. In case of mothers, more than two third (72.1%) were found to be
housewives while 16.5% and 4.2% were in Service and engaged in Business. About
half of the students came from a lower socioeconomic background.

Regarding perceived family environment, an overwhelming number of

students (88.4%) perceived their family environment to be congenial and friendly
whereas the remaining 11.6% perceived their family environment to be disturbing.
Likewise, relationship with parents of 87% of the students was reported to be very
good (Table 1).
 65

Table 1: Description of Sample (N=717)

Demographic Variables N (%) Demographic Variables N (%)

Age Family Monthly Income
 21-22 436 (60.8)  Less than Rs.2500/ 344 (48)
 23-24 221 (30.8)  Rs.25,001/ to Rs.50,000 202 (28.2)
 25-26 60 (8.4)  Rs.50,000/ and above 171 (23.8)
Gender Perceived Family Environment
 Male 402 (56.1)  Congenial (Friendly) 634 (88.4)
 Female 315 (43.9)  Not Congenial (Disturbed) 83 (11.6)
Sibling Father Occupation
 Only Child 72 (10)  Service 309 (43.1)
 One Sibling 325 (45.3)  Business 247 (34.4)
 Two and above 320 (44.6)  Others 161 (22.5)
Department Relationship with Parents
 Humanities 224 (31.2)  Very Good 624 (87)
 Science 210 (29.3)  Not so Good 93 (13)
 Management 283 (39.5)
University Year Level Relationship with Friends
 Semester II 345 (48.1)  Very Good 603 (84.1)
 Semester III 372 (51.9)  Not so Good 114 (15.9)
Academic Performance in the Mother Education
Last Semester
 Very good (CGPA 9-10) 100 (13.9)  Illiterate 106 (14.8)
 Good (CGPA 7-8) 417 (58.2)  Below Secondary Level 356 (49.7)
 Moderate (CGPA 5-6) 157 (21.9)  Graduate 179 (25)
 Poor (CGPA below 5) 43 (6.0)  Post Graduate 76 (10.6)
Father Education Mother Occupation
 Illiterate 66 (9.2)  Service 118 (16.5)
 Below Secondary 306 (42.7)  Business 30 (4.2)
Level
 Graduate 218 (30.4)  Housewife 517 (72.1)
 Post Graduate 127 (17.7)  Others 52 (7.3)

Fig. 2: Academic Stream-

Fig.1: Gender Dsitributiion
40 wise Distribution of
35 Sample
30
25
20
43.9 15
56.1 Male
10 Series1
Female 5
0
Hum Scien Man
aniti ce agem
es ent
Series1 31.2 29.3 39.5
 66

Fig3: Age Distribution Fig.4: Semester-wise

Distribution of Sample
70
60
50
51.9 48.1 Semest
40 er 2
60.8 Series1
30
20 30.8
10
8.4
0
21-22 23-24 25-26

Fig. 5: Academic Fig.6: Perceived Family

Performance in the Last Environment
100% Semester
13.9 58.2 21.9 6 Conge…
0 50 100
0%
Not Series1
Series1 Congen
Congen
ial
ial
Series1 88.4 11.6

Section II: Mental Dispositions of the University Students

Data pertaining to central tendency measures and deviations with respect to three
psychological variables have been presented in Table 2.

Table 2: Central Tendency Measures and Deviations with Respect to Three

Mental Health Variables of the University Students (n=717)

Variables Central Tendency Measures Deviations

Mean Mode Median SD Skewness Kurtosis
Academic Stress 17.63 18 17.00 4.16 .176 -.018
Depression 76.19 76 76.00 18.58 .348 -.076
Social Support 146.57 143 147.00 27.86 -.189 -.166
 67

Data from Table 3 indicates the proportion of students within each category
of academic stress. It has been observed that 9.8% of the students were suffering
from high academic stress while 67.8% were suffering from moderate academic
stress. In terms of high and moderate academic stress, no significant gender-wise
difference was observed (Table 3).

Table 3: Proportion of Students within Each Category of the Academic Stress

(n=717)
High score indicates high academic stress

Academic Stress Male Students Female Students Total Chi-square

f. % f. % f. %
Low (SR: 6-14) 92 22.9 69 21.9 161 22.5 .112
Medium (SR: 15-23) 279 69.4 207 65.7 486 67.8
High (SR: 24 +) 31 7.7 39 12.4 70 9.8
Note: Column proportions do not differ significantly from each other at the 0.05 level (z-test
for proportions)

As far as proportion of students in each category of depression is concerned,

data indicates that 2.4%, 13.1% and 37.7% were suffering from extremely severe,
severe and moderate depression respectively. Here also, with respect to different
categories of depression, no significant difference was observed between gender i.e.
equal proportion of male and female students were vulnerable to depression (Table
4).

Fig.7: Level of Academic Stress of Students

Male Student Female Student

69.4
65.7

22.9
21.9
12.4
7.7

Low (6-14) Moderate (15-23) High (24+)

 68

Table 4: Proportion of Students within Each Category of the University

Students Depression Inventory (USDI) (n=717)
High score indicates high depression

USDI Category Male Female Total Chi

Students Students square
f. % f. % f. %
Low (SR: 30-73) 176 43.8 160 50.8 336 46.9 .311
Moderate (SR: 74-95) 159 39.6 111 35.2 270 37.7
Severe (SR: 96-118) 57 14.2 37 11.7 94 13.1
Extremely Severe (SR: 10 2.5 7 2.2 17 2.4
119-147)
Note: Column proportions do not differ significantly from each other at the 0.05 level (z-test
for proportions)

Fig. 8: Level of Depression among Students

100

80
50.8
60 35.2
Female Student
40 Male Student
43.8 39.6 11.7
20
14.2 2.2
2.5
0
Low (30- Moderate Severe (96- E. severe
73) (74-95) 118 ) (119-147 )

Section III: Academic Stress, Depression and Social Support of the

Students Across Gender, Semester, Perceived Family Environment
and
Relationships with Parents
Data pertaining to overall academic stress score demonstrates that female students
(mean score female students 18.07 vs. male students 17.29) significantly experience
more academic stress compared to male students (p<.05). Therefore, it may be
stated that the first hypothesis entitled ‘academic stress of male and female students,
irrespective of academic streams and semesters differs significantly’ - has been
accepted.
 69

Likewise, Semester II students experienced significantly more academic

stress (mean score 18.08) compared to Semester III students (mean score 17.2)
(p<.01). Hence the second hypothesis i.e., ‘academic stress of semester II and III
students, irrespective of gender and academic stream differs significantly’ – is
retained.

Although statistically no significant difference was found between academic

stress of students who perceived family environment to be congenial (mean score
17.62) and those who perceived family environment to be non-congenial (mean
score 17.77), students who perceived a congenial family environment reported low
academic stress.

Similarly, in case of students who reported having a good relationship with

their parents, they were found to have low academic stress (mean score 17.58)
compared to students who reported a disturbed relationship with parents (mean score
17.98) (Table 5).

On the basis of statistical findings the third hypothesis i.e., ‘academic stress
of students who perceived family environment to be congenial and their
relationships with parents positive and those who perceive family environment is not
congenial and relationships with parents is not good differs significantly’ - has been
rejected.

Table 5: Showing ‘t'-test Results Concerning Academic Stress of the Students

and Its Association with Gender, Semesters, Family Environment and
Relationships with Parents

df ‘t’- Level
Variables N Mean SD
test of Sig.
Male 402 17.29 3.94 715
Gender -2.476 .014*
Female 315 18.07 4.39
Semester 2 345 18.09 4.42 715
Semesters 2.823 .005**
Semester 3 372 17.21 3.86
Perceived Family Congenial 634 17.62 4.08 715 .749
-.321
environment Not Congenial 83 17.77 4.75 (NS)
Relationship with Very good 624 17.58 4.13 715 .407
-.830
Parents Not So Good 93 17.97 4.36 (NS)
**Significant at 0.01 level; * Significant at 0.05 level; NS: Not significant
 70

One-way ANOVA was applied for comparison of academic stress among

more than two groups of students. Data from Table 6 demonstrates significant
difference in academic stress among students coming from three academic streams:
Science, Management and Humanities (including Social Sciences). Students from
Humanities and Social Science backgrounds were found to be significantly higher in
academic stress compared to the students from two other academic streams i.e.,
Science and Management [F-value: 10.394; p<.01]. In the light of statistical analysis
of data the fourth hypothesis titled ‘academic stress of students from humanities,
science, and management, irrespective of gender and semesters differs significantly’
– has been retained.

Furthermore, an effort was made to find out the academic stress of students
across academic performance in the last semester examination. It has been observed
that students with good and moderate performance in the last examination
experienced more academic stress than students with very good and poor
performance. This is found to be statistically significant. Therefore, the fifth
hypothesis i.e., ‘academic stress of students with previous academic performance
differs significantly’ – has been retained.

With regard to family finances and its relation to academic stress, no

significant association was found between academic stress and family monthly
income (Table 6). So, the sixth hypothesis titled ‘academic stress of students coming
from different economic backgrounds differs significantly’ – has been discarded.
 71

Table 6: Showing Oneway ANOVA Results Concerning Academic Stress of the

Students and Its Association with Academic Streams, Students Academic
Performance and Income

Variables Mean SD F Level of Sig.

Across Science 17.10 3.84
Academic Management 17.21 3.75
10.394 .000**
Streams Humanities & social 18.67 4.73
sciences
Across Very good 17.3 4.60
Academic Good 18 4.05
2.762 .041*
Performance Moderate 16.96 3.99
Poor 17.3 4.50
Across Family Less than Rs.25000 17.45 4.30
Monthly Rs.25000-50000 17.87 3.85 .712 .491
Income Rs.50000 and above 17.73 4.23
** Significant at 0.01 level; *Significant at 0.05 level; NS: Not significant

From the mean score of depression, it has been observed that male students
were suffering from more depression compared to female students; though the
difference was not statistically significant (Table 7). Therefore, the seventh
hypothesis i.e., ‘depression of male and female students, irrespective of academic
streams and semesters differs significantly’ - is rejected.

On the other hand, a statistically significant difference was found between

Semester II and Semester III students of the university (p<.05). Semester II students
reported more depression. Hence, the eighth hypothesis i.e., ‘depression of semester
II and III students, irrespective of gender and academic stream differs significantly’
- has been accepted.

Perceived family environment was found to have a positive association with

depression i.e., the students who perceived the family environment to be congenial
were found to be suffering from low depression compared to their counterparts
(p<.01). Similarly, the students who shared a positive relationship with their parents
suffered from low depression compared to students whose relationship with their
parents was reported to be “not so good” (p<.01) (Table 7).

Like eighth hypothesis, the ninth hypothesis i.e., ‘depression of students who
perceived family environment to be congenial and their relationships with parents
 72

positive and those who did not perceive family environment is not congenial and
relationships with parents is not good differs significantly’ - is retained.

Table 7: Showing ‘t'-test Results Concerning Depression of the Students and Its
Association with Gender, Semesters, Family Environment and Relationships
with Parents

Variables N Mean SD Df ‘t’-test Level of

Sig.
Gender Male 402 77.15 18.46 715 1.579 .115
Female 315 74.95 18.68 (NS)
Semesters Semester 2 345 77.69 18.78 715 2.097 .036*
Semester 3 372 74.79 18.30
Perceived Congenial 634 74.40 17.94 715 -7.368 .000**
Family Not 83 89.82 17.79
environment Congenial
Relationship Very good 624 74.41 17.98 715 -6.822 .000**
with Parents Not So 93 88.08 18.22
Good
**Significant at 0.01 level; * Significant at 0.05 level; NS: Not significant

Students from Humanities and Social Sciences reported significantly higher

levels of depression compared to students from Science and Management streams
(p<.05) (Table 8). Therefore, the tenth hypothesis i.e., ‘depression of students from
humanities, science, and management, irrespective of gender and semesters differs
significantly’ is retained.

Regarding academic performance in the last examination across departments,

data shows that compared to students with moderate and good performances,
students performing poorly were suffering from high depression (p<.01). Hence the
eleventh hypothesis i.e., ‘depression of students with previous academic
performance differs significantly’- has been accepted. No significant difference was
found in depression among students coming from different economic backgrounds
signifying that the twelfth hypothesis titled ‘depression of students coming from
different economic backgrounds differs significantly’ - is rejected.
 73

Table 8: Showing Oneway ANOVA Results Concerning Depression of the

Students and Its Association with Academic Streams, Students Academic
Performance and Income

Variables Mean SD F Level of

Sig.
Across Science 73.43 16.37 3.670 .026*
Academic Management 76.69 18.45
Streams Humanities & 78.13 20.37
social sciences
Across Very good 69.92 18.20 12.56 .000**
Academic Good 74.93 18.01
Performance Moderate 80.67 17.72
Poor 86.6 20.69
Across Family Less than 77.64 18.28 2.169 .115(NS)
Monthly Income Rs.25000
Rs.25000-50000 74.38 17.81
Rs.50000 and 75.39 19.89
above
**Significant at 0.01 level; * Significant at 0.05 level; NS: Not significant

Social Support
Social support is necessary in everybody’s life during a crisis phase. It helps an
individual to overcome the crisis. During college and university phase a student is
likely to experience some challenges and to overcome the challenge they require
social support. Given this background in mind this issue was explored in the present
study. In this study the researcher used a questionnaire to find out the nature of
social support from three key social agents i.e., parents, classmates and teachers.

So far as social support from parents is concerned, it has been observed that
female students experienced more social support from the parents compared to their
counterparts and it was statistically significant (p<.05). The students coming from
congenial family environment and with good relationship with parents enjoyed
better social support from parents than that of other group of students (p<.01) (Table
9).
 74

Table 9: Social Support of the Students from Parents, and Its Association with
Gender, Semesters, Family Environment and Relationships with Parents

Variables N Mean SD df ‘t’-test Level of

Sig.
Gender Male 402 51.67 12.29 715 -2.096 .036*
Female 315 53.62 12.45
Semesters Semester II 345 52.69 12.12 715 .347 .728 (NS)
Semester 372 52.37 12.66
III
Perceived Congenial 634 53.92 11.64 715 8.795 .000**
Family Not 83 41.83 12.79
environment Congenial
Relationship Very good 624 54.70 11.15 715 13.667 .000**
with Parents Not So Good 93 37.92 10.24
**Significant at 0.01 level; * Significant at 0.05 level; NS: Not significant

Regarding social support from teachers, data depicted in Table 10 clearly

indicates that there is no gender difference i.e., both male and female students were
enjoying similar social support from the teachers. However, in case of perceived
family environment and relationships with parents, it has been observed that the
students from congenial family environment and with good relationship with parents
enjoyed better social support from teachers than that of the students coming from
uncongenial family environment and not having good relationships with the parents
(p<.01) (Table 10).

Table 10: Social Support of the Students from Teachers and Its Association
with Gender, Semesters, Family Environment and Relationships with Parents

Variables N Mean SD df ‘t’- Level of

test Sig.
Gender Male 402 43.83 13.11 715 .062 .950 (NS)
Female 315 43.77 11.99
Semesters Semester II 345 43.98 12.64 715 .375 .708 (NS)
Semester III 372 43.63 12.62
Perceived Family Congenial 634 44.42 12.02 715 3.691 .000**
environment Not Congenial 83 39.03 15.78
Relationship with Very good 624 44.39 12.22 715 3.278 .001**
Parents Not So Good 93 39.82 14.47
**Significant at 0.01 level; * Significant at 0.05 level; NS: Not significant

Like social support from parents and teachers, university students coming
from happy family environment and sharing good relationships with the parents
reported experience of better social support from the classmates (p<.01). Here also
 75

male and female students and students from semester II and III reported
experiencing similar social support from the classmates (Table 11).

Table 11: Social Support of the Students from Classmates and Its Association
with Gender, Semesters, Family Environment and Relationships with Parents

Variables N Mean SD df ‘t’- Level of

test Sig.
Gender Male 402 50.34 13.06 715 .223 .824 (NS)
Female 315 50.12 13.87
Semesters Semester II 345 50.26 13.34 715 .027 .979 (NS)
Semester III 372 50.23 13.49
Perceived Congenial 634 50.85 13.18 715 3.397 .001**
Family Not Congenial 83 45.57 14.28
environment
Relationship Very good 624 51.40 12.93 715 6.125 .000**
with Parents Not So Good 93 42.49 14.49
**Significant at 0.01 level; * Significant at 0.05 level; NS: Not significant

Further analysis of data with respect to over all social support, gender and
semester-wise no significant difference was observed. However, students coming
from congenial family environment and with good relationship with parents
significantly enjoyed better social support than that of their counterparts (p<.01)
(Table 12).

Table 12: Overall Social Support of the Students from Parents, Teachers and
Classmates and Its Association with Gender, Semesters, Family Environment
and Relationships with Parents (n=717)

Variables N Mean SD df ‘t’-test Level of

Sig.
Gender Male 402 145.81 28.13 715 -.820 .412
Female 315 147.53 27.52 (NS)
Semesters Semester 2 345 146.92 27.87 715 .326 .744
Semester 3 372 146.24 27.88 (NS)
Perceived Congenial 634 149.21 26.89 715 7.25 .000**
Family Not 83 126.43 27.00
environment Congenial
Relationship Very good 624 150.51 26.06 715 10.53 .000**
with Parents Not So 93 120.14 25.07
Good
**Significant at 0.01 level; * Significant at 0.05 level; NS: Not significant

One of the objectives of the study was to examine the relationship between
academic stress and depression. Correlation results clearly indicate that there is no
 76

association between academic stress and depression (Table 13). Hence it might be
stated that academic stress does not have a direct affect on mental health of the
university students. Therefore, the thirteenth hypothesis i.e., ‘academic stress of the
university students has an association with depression’ – has been rejected.

Table 13: Association between Academic Stress and Depression of the Students

Variables Academic Stress (N) r Sig

Depression 717 .032 .392 (NS)
NS: Not significant

Further gender-wise analysis of data with respect to association between

academic stress and depression indicates an association i.e., female students were
significantly more vulnerable to depression than male students on account of
academic stress (p<.05) (Table 14).

Table 14: Gender-wise Correlation between Academic Stress and Depression of

the Students

Variables Gender Academic Stress (N) r Sig

Depression Male 402 -.045 .371 (NS)
Female 315 .131 .020 **
**Significant at .05 level; NS: Not significant

Academic stream-wise analysis of data did not indicate any significant

association of academic stress and depression of the university students (Table 15).

Table 15: Academic Stream-wise Correlation between Academic Stress and

Depression of the Students

Variables Academic Stream Academic Stress (N) r Sig

Depression Arts 224 -.020 .767 (NS)
Sciences 210 .057 .412 (NS)
Management 283 .039 .517 (NS)
NS: Not significant
Since there is no correlation between variables there is no point in doing mediation
analysis.
 77

Section IV: Perception of Pondicherry University Academic and

Social Environment and Other Related Issues

Students’ perception about university academic environment, living arrangement

and personal issues and problems was explored using a structured questionnaire.
Five items were related to university academic environment and living arrangement
and the remaining seven items were related to personal issues and problems. Data
indicates that 15 to 45% of the students were not satisfied with various issues. For
example, 14.2% students reported not being able to follow the classes; 38.2% were
not satisfied with teaching method; 29.4% could not clarify the queries with the
teachers; 45% felt academically stressed, and 25.9% were not happy with living
arrangements in the university campus.

Fig.9: Able to Follow Classes Fig.10: Academic Stream-

wise Perception of Students
about Classes

14.2 50

Yes 40 31.5
28.5
No 0 Series2
Series1
85.8

So far as personal issues are concerned, more than one-forth (29%) were
unable to share personal problems with others; about half of the students (50.2%)
were bothered by issues mentally; 35% were involved in romantic relationship;
21.3% used to take alcohol regularly; and 14.2% reported suffering from major
health problem. More than two-third (73.6%) students disclosed not doing any
physical exercise. More than one-third (35.0%, 251/717) of the students frankly
admitted their involvement in romantic relationship. Among the students who were
involved in romantic relationship, 72.6% (180/248, 3 did not respond to this
question) viewed that this relationship is beneficial in academic pursuit (Table 16).
 78

Table 16: University Students Perception about Academic Environment, Living

Arrangements and Other Related Issues (n=717)

Item Item Mode of f. %

No. Response
1. Able to follow the classes Yes 613 85.8
No 104 14.2
2. Satisfied about teaching method Yes 443 61.8
No 274 38.2
3. Able to clarify your academic queries with the Yes 506 70.6
6. teachers No 211 29.4
4. Feel academically stressed Yes 394 55.0
No 323 45.0
5. Happy with living arrangement in the university Yes 531 74.1
campus No 186 25.9
6. Able to share problems with others Yes 509 71.0
No 208 29.0
7. Problem bothering students mentally Yes 357 49.8
No 360 50.2
8. Involvement in any romantic relationship Yes 251 35.0
No 466 65.0
9. Romantic relationship helpful in academic pursuit Yes 180 72.6
(n=248, 3 students did not respond to this No 68 27.4
question)
10. Take alcohol almost regularly Yes 153 21.3
No 564 78.7
11. Currently suffering from any major health Yes 102 14.2
problems No 615 85.8
12. Doing regular physical exercise Yes 189 26.4
No 528 73.6
*Significant at 0.01 level; ** Significant at 0.05 level; NS: Not significant

Gender-wise perception of university students about university academic and

living arrangement demonstrate significant differences in respect of two items only,
one concerning perception of academic environment i.e., significantly more male
students reported being able to follow the classes compared to female students
(p<.01) while in case of living arrangement again more number of male students
reported satisfaction (p<.01).
 79

Fig.11: Satisfied about Fig.12: Satisfied about TM:

Teaching Methods Academic Stream-wise
Perception

50

38.2 42.7
Yes 27.8 29.6

No 0 Series1
61.8

At the same time, male students were more bothered mentally compared to
female students (p<.05). More male students felt that romantic relationship is
beneficial for academic pursuit (p<.05). Again more male students were taking
alcohol regularly compared to their counterparts (p<.01) while less number of
female students were involved in physical exercise (p<.01) (Table 17).

Fig. 13: Felling Academically Fig.14: Academic Stream-

Stressed wise Feeling of Academic
Stress

Humanities & 25.6

45 SS
55
Yes 43.1
Management
No Series1
Science 31.2

0 50
 80

Fig.15: Happy with Living Fig. 16: Living

Arrangements of the arrangements: Perception
University across Academic-stream

Humanities & 28.1

SS
25.9
Yes Management 40.1
Series1
No
Science 31.8
74.1

0 50

Fig. 17: Issues Bothering Fig. 18: Issues Bothering

Students Mentally Students Mentally across
Academic stream

Humanities & 30.8

SS
50.2 49.8 Yes
Management 40.6 Series1
No

Science 28.6

0 50
 81

Fig.19: Involvement in Fig. 20: Involvement in

Romantic Relationship Romantic Relationship
across Academic Stream

Humanities 32.3
35 & SS
Yes
Manageme 34.7
No Series1
nt
65
Science 33.1

30 35

Fig. 21: Doing Regular Fig.22: Doing Regular

Exercise Exercise across Academic
Stream

Humanities & 31.7

26.4 SS
Yes 38.1
73.6 Management
No Series1

Science 30.2

0 20 40
 82

Table 17: Gender-wise Perception of University Students about Academic

Environment, Living Arrangements and Other Related Issues (n=717)
(provided only ‘yes’ responses)

Item Item Gender f. % Chi- df P value

No. square
1. Able to follow the classes Male 328 53.5 11.24 1 .001*
Female 285 46.5
2. Satisfied about teaching Male 237 53.5 3.104 1 .078
method Female 206 46.5
3. Able to clarify your academic Male 276 54.5 1.616 1 .204
6. queries with the teachers Female 230 45.5
4. Feel academically stressed Male 224 56.9 .219 1 .640
Female 170 43.1
5. Happy with living Male 272 51.2 19.49 1 .000*
arrangement in the university Female 259 48.8
campus
6. Able to share problems with Male 285 56.0 .004 1 .950
others Female 224 44.0
7. Problem bothering students Male 217 60.8 6.424 1 .011**
mentally Female 140 39.2
8. Involvement in any romantic Male 150 59.8 2.13 1 .144
relationship Female 101 40.2
9. Romantic relationship helpful Male 101 56.1 4.31 1 .038**
in academic pursuit (n=180) Female 79 43.9
10. Take alcohol almost regularly Male 114 74.5 26.85 1 .000*
Female 39 25.5
11. Currently suffering from any Male 66 64.7 3.60 1 .058
major health problems Female 36 35.3
12. Doing regular physical Male 124 65.6 9.48 1 .002*
exercise Female 65 34.4
*Significant at 0.01 level; ** Significant at 0.05 level; NS: Not significant

Academic stream-wise comparison of the students’ perception about

academic environment, living arrangements and personal issues highlight very
interesting picture. Unfortunately, less than half of the students across the academic
steams reported their happiness about regular classes i.e., they could follow the
regular classes. Although statistically no significant difference was found among
students from three academic streams, comparatively less percentage of students
from science stream were able to follow the classes (Science Students: 28.5%;
Humanities & Social Science Students: 31.5%; Management Students: 40.0%).

Similar trend has been observed when the question about satisfaction about
teaching methods comes i.e., less number of science students (27.8%) were satisfied
 83

about teaching methods compared to students from two other academic streams
(Humanities & Social Science Students: 29.6%; Management Students: 40.7%).
Regarding the third academic issue i.e., ‘whether students were able to clarify their
academic queries with the teachers’, the same picture was emerged.

For understanding academic stress of the university students, data were

collected following two approaches i.e., by using a standardized psychological test
and a structured questionnaire. Data collected by a structured questionnaire revealed
different picture i.e., more management students (43.1%) reported experiencing
academic stress, followed by science (31.2) and humanities students including social
sciences (25.6%). This issue requires further verification.

More number of Management students reported to be happy with university

living arrangements than that of students from two other academic streams. When
the question of disclosure and sharing of personal problems and issue comes,
Management students were more comfortable in doing so. More number of
management students was disturbed by various issues compared to students from
two other academic streams. Regarding two other issues i.e., involvement in
romantic relationship and consumption of alcohol, management students were ahead
of students from other disciplines. At the same time, more number of management
students was found to be involved in regular physical exercise (Table 18).
 84

Table 18: Academic Stream-wise Perception of University Students about

Academic Environment, Living Arrangements and Other Related Issues
(provided only ‘yes’ responses)
Sl. Item Academic Stream f. % Chi- df p-
No. square value
1. Able to follow the Science 175 28.5 1.13 2 .567
classes Management 245 40.0
Humanities & Social 193 31.5
Science
2. Satisfied about Science 123 27.8 4.94 2 .084
teaching Management 189 42.7
methods Humanities & Social
Science
131 29.6
3. Able to clarify your Science 135 26.7 5.69 2 .058
6. academic queries Management 206 40.7
with the teachers Humanities & Social
Science
165 32.6
4. Feel academically Science 123 31.2 12.90 2 .002*
stressed Management 170 43.1
Humanities & Social 101 25.6
Science
5. Happy with living Science 169 31.8 11.34 2 .003*
arrangement in the Management 213 40.1
university campus Humanities & Social
Science
149 28.1
6. Able to share Science 157 30.8 2.522 2 .283
problems with others Management 193 37.9
Humanities & Social 159 31.2
Science
7. Problem bothering Science 102 28.6 .403 2 .817
students mentally Management 145 40.6
Humanities & Social 110 30.8
Science
8. Involvement in any Science 83 33.1 4.27 2 .118
romantic relationship Management 87 34.7
Humanities & Social 81 32.3
Science
9. Romantic relationship Science 57 31.7 2.55 2 .279
helpful in academic Management 59 32.8
pursuit (n=180) Humanities & Social
Science
64 35.6
10. Take alcohol almost Science 46 30.1 .303 2 .859
regularly Management 62 40.5
Humanities & Social 45 29.4
Science
11. Currently suffering Science 31 30.4 .524 2 .770
from any major health Management 37 36.3
problems Humanities & Social
Science
34 33.3
12. Doing regular Science 57 30.2 .210 2 .900
physical exercise Management 73 38.1
Humanities & Social 60 31.7
Science
*Significant at 0.01 level; ** Significant at 0.05 level; NS: Not significant
 85

Section V: Coping Mechanism of the University Students

Coping capacity of an individual is very important in life to lead a better and well-
adjusted life since every moment one experiences challenge. Therefore, this issue
was explored in the present study. Findings disclosed that the most preferred coping
mechanism for the university students was solving the problem on their own (male
students: 32.4%; female students: 23.2%), followed by discussing the problems with
friends (male students: 26.9%; female students: 20.8%), and parents (male students:
19.4%; female students: 15.6%). Other methods of coping mechanisms include
praying for solution, listening music, seeing movies and outings and smoking and
drinking.

Table 19: Coping Mechanism of the University Students

Multiple Responses Possible

Sl. Coping Male Female Chi- p-

No. Mechanism square value
f % f %
1. Talking with 139 19.4 112 15.6 .074 .785
parents
2. Talking with 193 26.9 149 20.8 .036 .851
friends
3. Solving by self 232 32.4 166 23.2 1.79 .180

4. Praying 89 12.4 118 16.5 20.18 .000*

5. Smoking/drinking 37 5.2 4 .06 20.62 .000*

6. Others like 21 2.9 15 2.1 .079 .779

listening music,
seeing movies and
outings
*Significant at 0.01 level; ** Significant at 0.05 level; NS: Not significant

Semester-wise analysis of coping strategies of the university students did not

reveal any significant difference. Solving problems by self was the best option as
reported my maximum number of semester II (27.5%) and III students 28%),
followed by sharing the problems with friends and parents, praying for a solution,
listening music, seeing movies and outings and smoking and drinking (Table 20).
 86

Table 20: Coping Mechanism of the Semester II and III Students

Multiple Responses Possible

Sl. Coping Strategies Semeste Semeste Chi- p-value

N r II r III squa
o. re

f % f %

1. Talking with parents 128 17.9 123 17.2 1.28 .258

2. Talking with friends 170 23.7 172 24.0 .663 .416

3. Solving by self 197 27.5 201 28.0 .683 .409

4. Praying 104 14.5 103 14.4 .526 .468

5. Smoking/drinking 19 2.6 22 3.1 .055 .815

6. Others like listening 17 2.4 19 2.6 .012 .912

music, seeing movies
and outings

There might be an influence of academic orientation on students and keeping

this issue in mind an effort was made to find out whether there is any difference
among coping mechanisms of students coming from different academic streams.
Findings indicates that more number of management students preferred to discuss
the issue with friends and solve the problems on their own compared to science and
humanities students while humanities and social science students resorted to praying
for a solution of their problems (Table 21).
 87

Table 21: Academic Stream-wise Coping Mechanism of the University

Students
Multiple Responses Possible

Sl. Coping Academic f. % Chi- p-value

No. Strategies stream square
1. Talking with Science 88 12.3 14.10 .001
parents Management 76 10.6
Humanities & Social 87 12.1
Science
2. Talking with Science 108 15.1 2.58 .274
friends Management 136 19.0
Humanities & Social 98 13.7
Science
3. Solving by self Science 125 17.4 3.35 .187
Management 159 22.2
Humanities & Social 114 15.9
Science
4. Praying Science 68 9.5 10.07 .007*
Management 63 8.8
Humanities & Social 76 10.6
Science
5. Smoking/drinking Science 15 2.1 1.15 .561
Management 14 2.0
Humanities & Social 12 1.7
Science
6. Others like Science 7 1.0 3.10 .212
listening music, Management 19 2.6
seeing movies Humanities & Social 10 1.4
Science
and outings

Section VI: Association between Student’s Perceived Academic and

Social Ambiences and Mental Health Variables viz.,
Academic Stress and Depression

Further association between perception of university students about academic

environment, living arrangement and personal issues and academic stress was
ascertained. The students who were happy with the university living arrangements
and able to share personal problems with others manifested significantly less
academic stress than that of the students who reported unhappiness about living
arrangements and who were unable to share personal problems with others (p<.01).
Surprisingly, the academic stress score of the students who were involved in
romantic relationship and viewed that romantic relationship is helpful in academic
pursuit was significantly higher compared to their counterparts (p<.05) (Table 22).
 88

Hence the fourteenth hypothesis i.e., ‘academic stress of students who

perceived university academic and social ambiance positive differs significantly
from those students who perceived the same environment otherwise’ –has been
accepted in case of three items only i.e., items 5,6 and 9.

Table 22: Association between Students Perceived University Academic

and Social Ambiance and Academic Stress (n=717)

Item Item Mode of N Mean SD ‘t’- Level

No. Respons test of
e Sig.
1. Able to follow the classes Yes 613 17.59 4.143 - .522
No 104 17.88 4.306 .640
2. Satisfied about teaching Yes 443 17.60 4.08 - .789
method No 274 17.69 4.30 .267
3. Able to clarify your academic Yes 506 17.66 4.12 .228 .820
6. queries with the teachers No 211 17.58 4.27
4. Feel academically stressed Yes 394 17.63 4.15 - .993
No 323 17.63 4.18 .009
5. Happy with living Yes 531 17.39 4.11 - .009*
arrangement in the university No 186 18.32 4.23 2.61
campus
6. Able to share problems with Yes 509 17.34 4.05 - .003*
others No 208 18.36 4.34 3.00
7. Problem bothering students Yes 357 17.72 4.33 .537 .567
mentally No 360 17.54 3.99
8. Involvement in any romantic Yes 251 17.75 4.00 .546 .585
relationship No 466 17.57 4.25
9. Romantic relationship helpful Yes 180 18.11 3.95 2.32 .021*
in academic pursuit No 68 16.79 4.03 *
10. Take alcohol almost regularly Yes 153 17.37 3.98 - .371
No 564 17.71 4.21 .895
11. Currently suffering from any Yes 102 17.64 4.33 .011 .992
major health problems No 615 17.63 4.13
12. Doing regular physical Yes 189 17.42 4.05 - .420
exercise No 528 17.71 4.20 .802
*Significant at 0.01 level; ** Significant at 0.05 level; NS: Not significant

Further an effort was made to examine the association between students

perceived university academic environment, living arrangement and personal issues
and depression. Statistical analysis clearly indicates a positive association between
perception of university academic environment in first four items and living
arrangement (fifth item) and depression. For example, students who could not
follow the classes significantly manifested more depression than that of the students
who were able to follow the classes (p<.01). Similarly, the depression score of the
students who were not happy with the living arrangement in the university campus
 89

was found to be significantly higher compared to their counterparts i.e., those who
expressed happiness about the living arrangements (p<.01).

So far as personal issues and problems are concerned in items 5 - 12,

findings also disclosed statistically significant differences in all items except two i.e.
involvement in romantic relationship and alcoholism and depression. In other words,
it might be stated that the students who were able to share personal problems with
others (p<.01), those who were not bothered by any issue mentally (p<.01), not
currently suffering from major health problems (p<.01) and doing regular exercise
(p<.05) were found to be less vulnerable to depression (Table 23).

Finally, the fifteenth i.e., ‘depression of students who perceived university

academic environment, living arrangements and personal issues positive differs
significantly from those students who perceived the same otherwise’ has been
accepted in all items except two. These two items include (i) involved in romantic
relationship, and (ii) taking alcohol almost regularly. In both the items although
mean score was higher in depression, it was not statistically significant.
 90

Table 23: Association between Students Perceived University Academic

and Social Ambiance and Depression (n=717)

Item Item Mode of N Mean SD ‘t’- Level

No. Response test of sig.
1. Able to follow the classes Yes 613 74.43 17.76 -.636 .000*
No 104 86.55 19.97
2. Satisfied about Yes 443 73.69 18.037 -4.67 .000*
teaching method No 274 80.22 18.77
3. Able to clarify your Yes 506 73.16 18.25 -6.96 .000*
6. academic queries with the No 211 83.44 17.35
teachers
4. Feel academically stressed Yes 394 79.28 18.73 5.01 .000*
No 323 72.41 17.70
5. Happy with living Yes 531 74.95 17.87 -3.03 .002*
arrangement in the No 186 79.73 20.09
university campus
6. Able to share problems Yes 509 73.03 17.85 -7.37 .000*
with others No 208 83.90 18.10
7. Problem bothering students Yes 357 82.02 18.67 8.804 .000*
mentally No 360 70.40 16.59
8. Involvement in any Yes 251 76.29 18.75 .107 .915
romantic relationship No 466 76.13 18.50
9. Romantic relationship Yes 180 72.97 17.46 -4.93 .000*
helpful in academic pursuit No 68 84.56 19.18
10. Take alcohol almost Yes 153 78.22 18.97 1.53 .126
regularly No 546 75.63 18.45
11. Currently suffering from Yes 102 82.31 18.38 3.62 .000*
any major health problems No 615 75.17 18.43
12. Doing regular physical Yes 189 73.71 18.19 -2.13 .033**
exercise No 528 77.07 18.65
*Significant at 0.01 level; ** Significant at 0.05 level; NS: Not significant
 91

CHAPTER V: DISCUSSION

Findings of considerable amount of research carried out in the Western countries

indicating strong relationship between academic stress and depression, anxiety, low
self-esteem, and suicidal ideation among adolescents as in Turkey (Ergene, 2011), in
UK (Putwain, 2007), in USA (Malecki & Bjorkman, 2007). At the same time, the
paradigm shift of depression in terms of demographic characteristics and its
consequences on younger population prompted the researchers to investigate these
issues among Indian university students to understand the magnitude of the problem
as found out by some of the previous researchers in different geographical locations
(Goebert, Thompson, Takeshita, & Bryson, 2009; Khawaja & Duncanson, 2008;
Honkalampi et al., 2005). Since limited research is done in the developing countries
like India on this issue, the researchers attempted to generate evidence for the
university administrators for taking corrective measures. The researchers also made
an attempt to find out the perception of the students about university academic
environment, living arrangements and some of their personal issues. Perhaps this is
the first systematic attempt in India to understand the mental health problems and
other challenges faced by the university students. The present initiative was
successful in achieving its objectives and understanding the issue from different
perspectives using appropriate study tools.

Representation of students in terms of disciplines and gender was almost

equal. It is relevant to mention here that the Pondicherry University get students
from across the country although majority comes from neighbouring states mostly
from Kerala, Andhra Pradesh, Tamil Nadu and Karnataka. The percentage of
students from Puducherry significantly is always low in the Pondicherry University.

Regarding perceived family environment and relationships with parents, the

study disclosed a positive picture i.e., an overwhelming number of students reported
friendly family environment and their relationships with parents is also very good.
 92

5.1 Academic Stress

Findings of the present study revealed that one out of ten students (about 9.8%) was
found to be suffering from high academic stress while seven out of ten students (i.e.,
about 67.8%) were victims of moderate academic stress. Both male and female
students were found to be equally vulnerable to high and moderate academic stress.

However, considering the overall academic stress, present study disclosed

that female students experienced significantly more academic stress compared to
male counterparts. It might be the reflection of seriousness of the female students
about academic pursuit. In this regard, Omar et al., (2014) explored psychological
distress of medical students in which they found more psychological distress among
female students. Although the present study concentrated on academic stress of
university students, there is some similarities between findings of the present study
with previous study i.e., in both the studies female students manifested more stress.

The present study also disclosed that students from Humanities and Social
Sciences experienced more academic stress, followed by students from Management
and Science disciplines. Long syllabus and background of the students in terms of
cognitive abilities and communication skills might be some of the prime reasons for
higher academic stress among students from Humanities background. A desire for
better academic excellence for better career might be the cause for academic stress
of Management and Science students. In case of Management students, better stress
management skills as learnt while studying combining with better communication
skills might be the facilitating factors for less academic stress compared to students
from Humanities and Social Sciences. Compared to students from Humanities
including Social Sciences and Management and Science students are more
meritorious in general in India since the students with good academic performance
in the previous board examination get chance in science discipline and that is why
perhaps they able to cope with academic pressure better.

Semester III students comparatively experience less academic stress than that
of semester II students as found out by the present study. Since semester III students
are seniors and they are more familiar with examination and evaluation process of
the university and more acquainted with styles of teaching of the faculty and perhaps
 93

that is why they are in a better mental health position. However, another study
revealed contradictory findings i.e., they did not find any relation between stress and
academic year (Omar et al., 2014).

Another interesting feature of the study is that the students with better
academic performance in the previous test are found to be more academically
stressed. Since they want to sustain their similar performance in the subsequent tests
perhaps they study for a longer period and that cause them more academic stress.
Students with poor academic performance do not experience much stress. Perhaps
students with poor performance thought that whatever they performed that is their
optimum capacity. However, low performer needs special guidance from the faculty
so that they can complete the course successfully.

Fathers’ academic background is found to be associated with high academic

stress of the university students. A sense of financial insecurity and low social
support might cause high academic stress for the students coming from lower socio-
economic background. In case of students from lower socio-economic background,
social support is necessary.

5.2 Depression

Findings disclosed that 2.4%, 13.1% and 37.7% of the university students have been
suffering from extremely severe, severe and moderate depression. The finding of the
present study is somewhat consistent with some of the previous studies i.e., the
percentage of depression among students varies from 10% (Goebert, Thompson,
Takeshita, & Bryson, 2009) to 85% (Vazquez & Blanco, 2006). The students who
were suffering from severe and extremely severe depression require immediate
attention of the mental health professionals so that they do not develop suicidal
ideation.

Gender-wise comparison of depression scores demonstrates that male

students suffer from more depression than that of female students although
statistically not significant. This finding contradicts with some of the previous study
findings where female students reported to be suffering from more depression
compared to male students (Khawaja & Duncanson, 2008, Adewuya, Ola, Aloba,
 94

Mapayi, & Oginni, 2006; Connell, Barkham, & Mellor-Clark, 2007; Herrero &
Meneses, 2006; Mikolajczyk, Maxwell, Naydenova, Meier, & Ansari, 2008; Van de
Velde, Bracke, & Levecque, 2010). However, there is no uniform pattern of
depression so far as gender issue is concerned. For example, a number of other
studies have found either no differences or the opposite pattern, with male students
having greater levels of depression than female students (Baron & Matsuyama,
1988; Vredenburg, O’Brien, & Krames, 1988).

Similarly, semester-wise comparison of depression scores indicates that

semester II students suffer from more depression than semester III students. It might
be because of a number of reasons like academic demands for semester II students is
more, less familiarity with the university environment, loneliness and so on.
Findings of another study corroborate with the findings of the present study i.e.,
junior students are more vulnerable to depression compared to senior students
(Wong, Cheung, Chan, Ma, & Tang, 2006). Some studies have compared rates of
depression between undergraduate and postgraduate students. One study found no
difference of depression scores of students on the basis of year level (Vredenburg et
al., 1988), whereas another study (Oliver & Burkham, 1979) reported depression to
be negatively related to year in school, with early year levels being more depressed
than later years. It is relevant to mention here that depression varies with age. One
study reported a U-shaped relationship of depression with age, where researchers
found that both younger and older age groups experienced higher rates of depression
that middle age groups (Schieman, Van Gundy, & Taylor, 2001). Another study
found that older age groups (51–65 and 66–75) indicated longer and more severe
depressive episodes than younger age groups (Husain et al., 2005). On the contrary,
a study by Lester (1990) found depression scores as measured by the Beck
Depression Inventory did not change by age in college students, with both younger
and older students appearing to have similar levels of depression. Similarly, a study
by Oliver and Burkham (1979) also found age not to be significantly correlated with
depression in a sample of students.

Perceived congenial family environment and positive relationship with

parents are found to be facilitating for positive mental health of the students i.e., the
 95

students whose family environment is perceived to be congenial was suffering from

less depression compared to the students whose family environment otherwise.
Congenial family environment and positive relationships with parents gives a sense
of mental peace, emotional support and feeling of security and thereby students
coming from same family background remain emotionally more stable and able to
concentrate more on studies and face the challenges in life comfortably (Coombs,
1991; Kessler & Essex, 1982).

Statistical analysis of depression score of the students coming from three

academic streams demonstrate a significant difference i.e., the students coming from
Humanities and Social Sciences was suffering from more depression followed by
students from Management and Science background. It might be because of better
job prospect for the students from Science and Management background in the
country. The issue requires attention of the academic administration of Humanities
and Social Science departments of the university. Special classes to be organized for
the Humanities and Social Science students to make them psychologically more
competent to develop skills and adopt effective strategies to manage stress and
symptoms of depression. Earlier studies where comparison was made between
students enrolled in law and medical faculties, significant difference was found in
depression scores of students in the said two faculties (Gutierrez, 1985; Dammeyer
& Nunez, 1999). In another study Khawaja and Duncanson (2008) found significant
differences in level of depression among the university faculties of Health, Law and
Education. Such differences may be due to variations in the experiences and
structure of these faculties. Health students, for example, were found to have the
lowest level of depression compared to the other faculties. Khawaja and Duncanson
(2008) justified the reasons for having less depression among health students stating
that health students may be more aware of stress management techniques and
services available to them due to their field of interest.

Academic performance-wise depression scores of the students in the last

semester examination clearly highlights significant difference indicating that
students’ with poor and moderate academic performance were suffering from more
depression which is quite likely. However, students with poor and moderate
 96

performance require special attention from the teachers of the respective

departments for guidance. Although monthly family income was not found to be a
strong determinant factor for depression of the students, statistically the mean score
indicates a little higher depression among students coming from lower socio-
economic background. A number of previous studies highlighted significant
association between low socio-economic background and depression (Honkalampi
et al., 2005; Roberts, Golding, Towell, & Weinreb, 1999). Students who are not
being able to arrange tuition fees because of poor financial condition, struggling to
manage a job and day-to-day living have been found to be at an increased risk of
poor mental health, including depression as reported by Andrews and Wilding
(2004). Another study indicated that students living in rental accommodation and
poor quality housing have been found to reduce psychological well-being (Christie,
Munro, & Rettig, 2002).

5.3 Association of Academic Stress and Depression

Although a number of previous studies reported a positive association between
academic stress and depression (Jayanthi, Thirunavukarasu, & Rajkumar, 2015), the
present study did not corroborate with the previous study findings. It indicates that
the students of Pondicherry University are able to manage their academic stress on
their own and/or through discussion with the classmates and parents instead of
giving up the hope which is a very positive character of the students. However,
gender-wise analysis of data indicates that there is an association between academic
stress and depression of female students. In other words, it might be stated that
female students was affected by academic stress i.e., academic stress caused them
depression (Deb, Strodl, & Sun, 2014; Kaur & Sharma, 2014). For improvement of
students’ resilience capacity, there is a need to organize periodic stress management
workshops for the students.

5.4 Social Support

Every individual requires social support when they encounter challenges which they
are unable to handle on their own. Social support helps an individual to overcome
the crisis in life and to remain mentally stable (Richardson, Abraham, & Bond,
 97

2012). Hence, social support from parents, teachers and classmates was explored in
the present study.

Findings demonstrate that female students experienced more social support

from the parents compared to their counterparts. A number of previous studies
highlighted the similar trend (Faleel, Tam, Lee, Har, & Foo, 2012). In general urban
parents are more caring for girl child (Deb & Chatterjee, 2009). Healthy family
environment and positive relationship with parents were found to be facilitating
factors for good social support from parents, teachers and classmates. Findings of
the present study corroborate with the findings of some of the previous studies
(Corey, 2005; Olszewski-Kubilius, Lee, & Thomson, 2014; Gallagher, 2015).
However in case of social support from teachers there was no gender discrimination
i.e., teachers equally extend support to their students (Crawford & MacLeod, 1990;
Obiunu, 2013). This is a very good trend in the academic institutions. Both semester
II and III students enjoyed equal social support from the classmates.

However, so far as over all social support is concerned, gender and semester-
wise no significant difference was observed. It means that students from both
genders and semester II and III receive similar social support.

5.5 Perception of Students about University Academic

Environment, Living Arrangements and Other Personal Issues and
Its Association with Academic Stress and Depression
Students perception about university academic environment, living arrangements
and personal issues unearthed some interesting features highlighting 85.8% students
reported able to follow the classes, 61.8% students were satisfied about teaching
method while 70.6% could clarify academic queries with the teachers. More than
half of the students (55%) reported feeling academically stressed whereas 74.1%
reported feeling happy with the university living arrangements. Although majority
of the students were happy with university living arrangements, about one-third
expressed dissatisfaction which caused them depression. Findings of the present
study with respect to perception of students about living arrangements corroborate
with findings of another study carried out by Khawaja and Duncanson (2008).
Khawaja and Duncanson (2008) also reported that a smaller number of students who
 98

were unhappy with their accommodation displayed comparatively higher levels of

depression. Dissatisfaction with a living arrangement is a significant stressor for
both students and nonstudents. A variety of reasons could account for this
dissatisfaction including conflict with housemates, poor quality housing, noise levels
and an unpleasant neighborhood as indicated by Khawaja and Duncanson (2008).
Satisfaction with one’s living environment is believed to provide a sense of good
quality of life which plays a positive role for good mental health (Christie et al.,
2002) whereas dissatisfaction with one’s living arrangement may cause additional
strain and pose a significant risk to well-being (Chow, 2005).

These issues related to students’ perception needs to be given importance by

the academic administrators and exchange views for improving the situation
concerning academic environment. So far as personal issues and problems are
concerned, about half of the students reported to be bothered by some problems
which they are unable to share with anybody. Taking alcohol almost regularly by
one-fifth of students (21.3%) and suffering from mental problem as reported by
41.2% are some of the emerging issues which require individual attention by
professional psychologists or trained counselors so that they find solution of the
challenges. Encouraging students for regular physical exercise is also necessary to
make them physically fit and emotionally stable.

5.6 Association between Perception of University Students about

University Environment and Other Personal Issues and Academic
Stress

Environment plays an important role in the life of common people. Similarly

academic environment and living arrangements of any academic institution has
tremendous impact on feeling of well-being of the students and their academic
motivation (Kabyogamu, 2012). Academic demands, relationship with opposite
gender, dependence on alcohol and drugs under the influence of peer group
members, mental disturbances because of any unavoidable reasons and physical
fitness are some of the common challenges during student life especially at the
college and university levels. Given the importance of all the issues for career
growth of the university students, the present study explored these areas and
 99

collected information using a structured questionnaire especially designed for this

study.

It has been observed that the students who were happy with the university
living arrangements and able to share personal problems with others manifested
significantly less academic stress than that of the students who reported unhappiness
about living arrangements and who were unable to share personal problems with
others. It shows that safe and comfortable living arrangements in the residential
educational institutions are very important for academic motivation and feeling of
well-being of the students (Martin, Papworth, Ginns, & Liem, 2014). These issues
require attention of the authority of the Indian universities.

Interestingly, the academic stress score of the students who were involved in
romantic relationship and viewed that romantic relationship is helpful in academic
pursuit was significantly higher compared to their counterparts. It might be because
of division of valuable time of the students for two causes i.e., studies and giving
time to the friend.

5.7 Association of Depression and Students Perception about

University Environment

Analysis of data concerning association of students perception of university

academic environment, living arrangements and personal issues and depression
clearly demonstrate a negative relationship between perception and depression i.e.,
the students who were not able to follow the classes was significantly suffering from
more depression like the students who were not satisfied about the teaching method
and who could not clarify their academic queries with the teachers. The students
who felt academically stressed were significantly suffering from more depression
like the students who were bothered by some issues mentally reported to be
suffering from more depression. In case of personal issues, students who were taking
alcohol regularly and who were suffering from major health problems manifested
more depression. Interestingly, the students who were involved in regular physical
exercise were found to be less vulnerable to depression than that of the students who
 100

were not doing any physical exercise. These findings highlight the benefits of
physical exercise on mental health and corroborate with findings of a number of
previous studies (Hegberg & Tone, 2015; Klaperski et al., 2013; Greenwood &
Fleshner, 2011; Spalding, Lyon, Steel, & Hatfield, 2004). Physical exercise should
be promoted for better mental health of university students. Research on non-human
species also suggests that physical activity (PA) leads to a better-regulated stress
response, as indexed by both physiology and behaviour, which in turn may mediate
protective and positive effects of PA on mental health (Dishman, 1997; Greenwood
& Fleshner, 2011). Evidence also indicates that physical activity is associated with
decreased risk of developing clinical depression. Experimental studies show that
aerobic and resistance exercises are effective in treating depression (Fox, 1999).
 101

CHAPTER VI: CONCLUSION,

IMPLICATIONS, RECOMMENDATIONS,
LIMITATIONS AND DIRECTIONS FOR
FUTURE RESEARCH

6.1 Conclusion

In fine it might be stated that one in ten students (9.8%) experienced high academic
stress while seven in ten students (67.8%) experienced moderate academic stress. So
far as gender is concerned, female students experienced more academic stress
compared to male students and it might be because of serious nature of females
about academic career. Students from Humanities were more vulnerable to academic
stress than that of Science and Management students. Semester II students and
students with better academic performance manifested more academic stress.
Academic stress was associated with poor living arrangements, unable to share
personal problems with others and involvement in romantic relationships.

Depression score indicates that 2.4, 13.1 and 37.7% of the university
students were suffering from extremely severe, severe and moderate depression.
Male students, students from semester II and Humanities and Social Sciences
background and with poor and moderate academic performance were suffering from
more depression than their counterparts. There is no significant association between
academic stress and depression indicating that the students of Pondicherry
University are able to manage their academic stress on their own and/or through
discussion with the classmates and parents. However, gender-wise analysis of data
demonstrates that there is a significant association between academic stress and
depression. In other words, it might be stated that academic stress caused depression
in case of female students. Students’ negative perceptions about university academic
environment, living arrangements and personal issues were found to be associated
with depression.
 102

Female students significantly experienced more support from parents

compared to male students although over all social support from parents, teachers
and classmates did not indicate any significant gender difference.

The most preferred coping mechanism for the university students was
solving the problem on their own, followed by discussing the problems with friends,
and parents. Other methods of coping mechanisms include praying for solution,
listening music, seeing movies and outings and smoking and drinking. Academic
stream and semester-wise significant difference was not found in terms of coping
mechanism except one type of coping mechanism i.e. praying.

Congenial family environment and positive relationship with parents and

physical exercise played a positive role for good mental health. Findings of the
present study highlight the need for mental health support services for the students
in the university campus. Immediate arrangement of psychological support services
like counseling, cognitive behavioural therapy for the students who were suffering
from severe and extremely severe depression will be beneficial.

6.2 Implications

Findings of the present study are eye opener for the university administration about
students’ mental health and its needs. Currently mental health support services for
students in the higher learning institutes in India are all most absent in most of the
institutions. Surprisingly administrators of higher learning institutes in India did not
give minimum attention for mental health support services for the students.

6.3 Recommendations

The issue requires immediate attention of the authorities of the higher learning
institutes and educational policy makers for arrangement of mental health support
services for the students in the form of arrangement of individual counseling by
trained professional psychologists, arrangement of group sessions for struggling
 103

students to help them to cope with current academic curricula and special classes to
be arranged for the students with poor communication skills in English. As any
individual during developmental phase or at any point of time during life span suffer
from some physical health problems, they might also suffer from a range of mental
health problems because of uncongenial environment and other challenges in life.
Like physical health problem, timely intervention for mental health problems is
essential for improvement of the situation and helping an individual to lead a quality
and productive life.

Available evidence regarding students’ mental health support services

indicates very positive and encouraging results. For example, so far as mental health
support services at the university level are concerned, Gaughf et al., (2014)
examined students' perceptions of academic enhancement services at an Academic
Health Science Center of University of Mississippi. Authors found that sixty-three
percent of respondents reported receiving a one-session intervention, while 34%
received 2-6 sessions. Eighty-three percent of respondents reported that academic
enhancement services improved their situation and 89% reported overall
satisfaction. The individual services rated as most helpful addressed time
management, study skills training, increasing self-confidence, and testing strategies.
Based on the findings of the study, authors recommended that health science centers
(i) consider providing brief-term academic enhancement services to students
addressing time management/organization, study skills, self-confidence, and testing
strategies and (ii) engage in empirical investigations of these academic
interventions. Saravanan and Kingston (2014) found psychological intervention
beneficial in reducing anxiety and psychological distress and increasing the intrinsic
and extrinsic motivation among medical students. Beiter et al., (2015) stated that
with the propensity for mental health issues to hinder the success of college students,
it is vital that colleges continually evaluate the mental health of their students and
tailor treatment programs to specifically target their needs.

A number of other latest studies covering medical and nursing students

emphasized on psychological support services for the students. For example, in a
study covering undergraduate nursing/midwifery and teacher education students'
Deasy et al., (2015) revealed that the group of students with risk behaviours had
 104

high psychological distress and used mostly passive coping strategies such as escape
avoidance. The potential impact on student health and academic achievement is of
concern and suggests the need for comprehensive health promotion programmes to
tackle multiple behaviours. Since the study subjects are the nurses and teachers, their
risk behaviours, elevated psychological distress and poor coping also raise concerns
regarding their roles as future health educators/promoters. Therefore, attention to
promotion of health and well-being among this population is essential. In another
study Backović et al., (2013) assessed the association of stress impact and adverse
effects of medical studies with psychological distress among medical students as the
study disclosed that more than 50% of students perceive frequent feeling of psychic
tension, and one-third has problems with insomnia. Nearly one-half of students
assessed their general stress level as moderate or high. Exams were estimated as
high stressor in 63.1% of all students. Stressful effects of communication with
teaching staff were reported by one-quarter of the examinees. Based on findings
authors concluded that academic stress makes great influence on mental health of
medical students. Reduction of stress effects should be directed to optimization of
the examination process and improvement of communication skills.

Depression and anxiety are common mental health difficulties experienced

by university students and can impair academic and social functioning. Students are
limited in seeking help from professionals. As university students are highly
connected to digital technologies, Web-based and computer-delivered interventions
could be used to improve students' mental health. The effectiveness of these
intervention types requires investigation to identify whether these
are viable prevention strategies for university students (Davies et al., 2014). The
findings suggest Web-based and computer-delivered interventions can be effective
in improving students' depression, anxiety, and stress outcomes when compared to
inactive controls, but some caution is needed when compared to other trial arms and
methodological issues were noticeable. Interventions need to be trialed on more
heterogeneous student samples and would benefit from user evaluation. Future trials
should address methodological considerations to improve reporting of trial quality
and address post-intervention skewed data.
 105

Recent research has revealed concerning rates of anxiety and depression

among university students. Nevertheless, only a small percentage of these students
receive treatment from university health services. Universities are thus challenged
with instituting preventative programs that address student stress and reduce
resultant anxiety and depression (Regehr et al., 2013). This review provides
evidence that cognitive, behavioral, and mindfulness interventions are effective in
reducing stress in university students. Universities are encouraged to make such
programs widely available to students. In addition however, future work should
focus on developing stress reduction programs that attract male students and address
their needs.

Since Indian educational administrators or education policy makers did not

give importance on this issue in the education policy and thereby not much emphasis
has been given on related intervention programs at the school, college and university
levels. Now time has come to look at the mental health issue of the students with
right spirit and arrange mental health support services with qualified and trained
mental health professionals.

6.4 Limitations of the Study

One should read this article with caution. Specific limitations of the study are as
follows. First, students from all faculty and academic disciplines could not be
covered in the present study. Second, responses of the students are based on self-
report although great care was taken for ensuring voluntary participation of the
students in the study and confidentiality of identity.

6.5 Directions for Future Research

 There is a need to carry out another study on academic stress, anxiety,

depression and other related mental health variables i.e., self-esteem, suicidal
ideation and achievement motivation of the university students from all the
academic disciplines.
 106

 A comparison of the academic stress, anxiety, depression, achievement

motivation and challenges faced by the integrated and non-integrated
students will be another interesting study to see the mental health status of
the university students.

 There is also a need to carry out a study covering students from technical
higher learning institutes and comparing their mental health profile with the
students studying in the general subjects in the universities.
 107

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Annexure I
Structured Questionnaire for University Students
Developed by
Prof. Sibnath Deb and Parveen Banu (2013)
Department of Applied Psychology, Pondicherry University

Introduction: The objective of the study is to understand the perceived academic stress of university students
and its association with mental health and social support. Participation in this study is voluntary. There is no
right or wrong answer. We are interested to understand your personal views only as an university student. Please
be informed that confidentiality of data will be maintained. This study is meant for non-integrated students only
and who are in semester II and/or above level. Please circle your answer against each question.

---------------------------------------------------------------------------------------------------------
--------
1. Name (Optional): …………………
2. Age : 21–22..................1; 23-24..............2; 25–26...................3
3. Gender : Male.....................1; Female...............2
4. Siblings : Only child.......1; One sibling...........2; Two and above......3
5. Faculty/Department: Humanities...... 1; Science....2; Commerce/Management.....3
6. University year level: semester-II....... 1; semester-III.....2; semester-IV......3
7. Academic performance in the last semester:
(Please circle your answer)
Very good (CGPA 9-10)............... 1
Good (CGPA 7-8)........................ 2
Moderate (CGPA 5-6).................. 3
Poor (CGPA below 5).................. 4

8. Parent’s Education Father Mother

 Illiterate 1 1
 Below secondary level 2 2
 Graduate 3 3
 Post Graduate 4 4
9. Parent’s Occupation
 Service 1 1
 Business 2 2
 Housewife 3 3
4 4
 Others, please specify....................
10. Family Monthly Income Family total income (per month)
 Less than Rs.25,000/ 1
 Rs.25,001/ to Rs. 50,000/ 2
 Rs. 50,000/ and above 3

11. Perceived Family Environment

 Congenial (friendly) 1
 Not congenial (disturbed) 2
12.Relationship with Parents/Friends With Parents With
Friends
 Very good 1 1
 Not so good 2 2
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Perception about University and other related issues

13. Are you able to follow the classes? Yes.........1; No.......2

14. Are you satisfied about teaching method in your department? Yes.........1; No.........2

15. Are you able to clarify your academic queries with the teachers? Yes.........1; No.........2

16. Do you feel academically stressed? Yes.........1; No.........2

17. Are you happy with your living arrangement in the university campus?

Yes...........1; No.........2

18. Are you able to share your problems with anybody? Yes..........1; No.........2

19. Is there any problem which is bothering you mentally? Yes........1; No.........2

20. Are you involved in any romantic relationship? Yes.........1; No..........2

21. If yes in Q.20, how is the relationship?

o Romantic relationship is helpful in concentrating in studies........1
o Romantic relationship is disturbing my studies.........................2

22. Do you take alcohol? Yes.........1; No........2

23. If yes in Q.22, does alcoholism affect your study? Yes.........1; No.........2

24. Are you suffering from any major health problems? Yes......1; No............2

25. Do you do regular physical exercise? Yes......1; No............2

26. Normally how do you cope with any problem?

Talking with parents.......................................1

Talking with friends........................................2
Solving by myself...........................................3
Praying.........................................................4
Smoking/drinking ..........................................5
Others, please specify.....................................6

Thanks for your kind cooperation

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Annexure II
Academic Stress Scale

Instruction: Please circle the number that best represents to the following statements using the scale
below.

Sl. Statements Strongly Disagree Neutral Agre Strongl

No. Disagree e y Agree
1. I rarely have problems concentrating during 1 2 3 4 5
lectures.
2. I rarely have problems concentrating when I 1 2 3 4 5
settle down to study.
3. I rarely have problems asking questions in 1 2 3 4 5
class.
4. I rarely feel strained with my studies. 1 2 3 4 5
5. I have full control over my studies. 1 2 3 4 5
6. I rarely have problems understanding 1 2 3 4 5
lectures.
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Annexure III
University Students’ Depression Inventory

Instruction: The following items refer to student when they are feeling down. Please circle the
number that indicates how often you have experience each Item over the past two weeks.

Sl.No Statements Not at Rarely Some Often All

. all times the
time

1. I am more tired than I used to be 1 2 3 4 5

2. I feel sad 1 2 3 4 5
3. Challenges I encounter in my studies overwhelm me 1 2 3 4 5
4. My mood affects my ability to carry out assigned task 1 2 3 4 5
5. I have thought about killing myself 1 2 3 4 5
6. The activities I used to enjoy no longer interest me 1 2 3 4 5
7. I don’t attend lectures as much as I used to 1 2 3 4 5
8. I don’t feel rested even after sleeping 1 2 3 4 5
9. I wonder whether life is worth living 1 2 3 4 5
10. My energy is low 1 2 3 4 5
11. I think most people are better than me 1 2 3 4 5
12. I do not have any desire to go to lecture 1 2 3 4 5
13. Going to university is pointless 1 2 3 4 5
14. I spent more time alone than I used to 1 2 3 4 5
15. I do not stud as interesting as I used to 1 2 3 4 5
16. I have trouble completing study tasks 1 2 3 4 5
17. I have trouble starting assignments 1 2 3 4 5
18. I feel withdrawn when I’m around others 1 2 3 4 5
19. I don’t feel motivated to study 1 2 3 4 5
20. I feel worthless 1 2 3 4 5
21. I feel disappoint in myself 1 2 3 4 5
22. I feel emotionally empty 1 2 3 4 5
23. I feel I cannot control my emotions 1 2 3 4 5
24. My studies is disrupted by distracting thoughts 1 2 3 4 5
25. I worry I will not among to anything 1 2 3 4 5
26. I do not cope well 1 2 3 4 5
27. I do not have the energy to study at my usual level 1 2 3 4 5
28. No one cares about me 1 2 3 4 5
29. I find it hard to concentrate 1 2 3 4 5
30. Daily tasks take me longer than they used to 1 2 3 4 5
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Annexure IV
Social Support Scale

Instruction: Below a list of statements that describes experience of social support. Please circle the
number that best represents to the following statements using the scale below.

Sl. Statements Mode of response

No
My Parent/s Never Almost Some Most Almost Always
Never of the of the Always
Time Time
1. ..show they are proud of me 1 2 3 4 5 6
2. ..understand me 1 2 3 4 5 6
3. ..listen to me when I need to talk 1 2 3 4 5 6
4. ..make suggestions when I don’t know what 1 2 3 4 5 6
to do
5. ..give me good decision 1 2 3 4 5 6
6. ..help me solve problems by giving me 1 2 3 4 5 6
information
7. ..tell me I did a good job when I do 1 2 3 4 5 6
something well
8. ..nicely tell me when I make mistakes 1 2 3 4 5 6
9. ..reward me when I’ve done something well 1 2 3 4 5 6

10. ..help me practice my activities 1 2 3 4 5 6

11. ..take time to help me decided things 1 2 3 4 5 6

12. ..get me many of the things I need 1 2 3 4 5 6

My Teacher/s

1. ..cares about me 1 2 3 4 5 6

2. ..treats me fairly 1 2 3 4 5 6

3. ..makes it okay to ask questions 1 2 3 4 5 6

4. ..explain things that I don’t understand 1 2 3 4 5 6

5. ..shows me how to do things 1 2 3 4 5 6

6. ..helps me solve problems by giving me 1 2 3 4 5 6

information
7. ..tells me I did a good job when I’ve done 1 2 3 4 5 6
something well
8. ..nicely tell me when I make mistakes 1 2 3 4 5 6

9. ..tell me how well I do on tasks 1 2 3 4 5 6

10. ..makes sure I have what I need for school 1 2 3 4 5 6

11. ..take time to help me learn to do something 1 2 3 4 5 6

well
12. ..spend time with me when I need help 1 2 3 4 5 6

My Classmate/s
1 ..treats me nicely 1 2 3 4 5 6
2 ..like most of my ideas and opinions 1 2 3 4 5 6
3 ..pay attention to me 1 2 3 4 5 6
4 ..give me ideas when I don’t know what to do 1 2 3 4 5 6
5 ..give me information so I can learn new thing 1 2 3 4 5 6
6 ..give me good advice 1 2 3 4 5 6
7 ..tell me I did a good job when I’ve do 1 2 3 4 5 6
something well
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8 ..nicely tell me when I make mistakes 1 2 3 4 5 6

9 ..notice when I have worked hard 1 2 3 4 5 6
10 ..ask me to join activities 1 2 3 4 5 6
11 ..spend times doing things with me 1 2 3 4 5 6
12 ..helps me with projects in class 1 2 3 4 5 6