The Real Stressors of College Students: Factors Predictive of Academic Engagement
Abstract
Stress is known to be a pressure many college students experience, likely impacting their success. However, little is known about the types of stressors experienced and how stress relates to academic engagement. The purpose of this study is to explore stressors students experienced during an average school week and how factors such as stress, morning outlook, and personal resources predicted studying behavior. Using Ecological Momentary Assessment, college students (N= 108) provided daily information about their stress experiences and studying routines. Students experience an average of two stressors a day, and the most reported stressors were school and time pressure. A positive relationship was found between stress and studying, and morning outlook was predictive of studying behavior. Results provide information applicable to student supports. When examining students' relationship with stress, academics are automatically involved, particularly academic engagement —the dedication and commitment a student prescribes to their studies. Every student commonly has one objective, to learn and obtain knowledge. Mitchell et al. (2005) stated that students who are focused on education believe that their focus will propel their learning ability. No matter how dedicated and committed students may be, it is likely that stress may find its way into the equation. The stress of academics, new social climates, and living environments are always present (Leppink et al., 2016). There are also work, time, and money pressures that may cause students to lose focus and feel stressed. It is up to each student to use their resources to overcome stress and focus on their studies.
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