They therefore feel so much pushed that they even resort to academic dishonesty such as cheating in exams so as to match these high expectations. Foods that are associated with high stress levels in students include those that have high refined carbohydrates, sugar, caffeine, and fat.
The anxiety is accelerated by the workload of daily assignments, projects that have to be submitted on time and finally the kid has to bring materials to the school. No matter how old students are they can benefit from moving around the room, working at "stations," taking stretching breaks, etc. To meet these expectations, teens must perform extremely well in school. Pressure to be in a romantic relationship picks up in high school and cause stress for students, especially for those questioning their sexuality. There are numerous things that cause stress: exams , work, financial problems, relationship difficulties, constant worry about children, friends, home, business, and many others.
This is the case with many types of fast, processed, and convenience foods. Examples of foods that induce stress include French fries, white bread, processed snack foods, candy bars, donuts, energy drinks, and sodas. A healthy stress reducing diet is made up of foods that are high in complex carbohydrates and fiber and low in fat content. Examples of such foods include lean proteins, nuts, whole grains, vegetables, and fruits.
Kumar points out that high stress levels could make students develop physical symptoms that could negatively affect their academic performance. These signs and symptoms include chest pain, elevated blood pressure, stomach upset, mumbled or rapid speech, nervous habits such as fidgeting, back and neck pains, tremors and trembling of lips, and frequent headaches. When a student experiences these symptoms, they might not feel the motivation they once felt about doing their best on such academic tasks as completing assignments or preparing for tests.
Moreover, the symptoms are detrimental to the health of students, a factor which may father make their academic fortunes to dwindle.
Stress in High School Students Lives essays Stress is in everybody's life. From the President of the United States to the farmer, we all have stress. Webster's. High school is a major time in a students life, where they learn who they are and what they are going to do in life Suldo, Shaunessy, Thalj.
Stress also makes students to have poor management skills. A student could become disorganized and uncertain about their priorities and goals as a result of suffering from high levels of stress. This could further make them incapable of effectively budgeting and managing their time.
Moreover, highly stressed students have the tendency of procrastinating and neglecting such important responsibilities as meeting deadlines and completing assignments. This, of course, negatively impacts the quality of their academic work and study skills Hales and Hales, As observed by Patel , high stress levels could further lead to self-defeating thoughts among students. While undergoing stress, it is likely that a student may consistently think about the adversity or negative situation in which they find themselves. In addition, they could constantly focus on their weaknesses and failures while ignoring their strengths and achievements.
These are self-defeating thoughts that not only deal a blow to their self-esteem but also affect how they behave and how they feel both as humans and as students. They result into a student lacking confidence in their abilities and this negatively impacts their success in school since they cannot perform to their highest potential. Stress in students cause serious negative effects, both physical and academic.
back2test.barrica94.cl/myqi-gigabyte-motherboards.php Students may experience stress due to poor sleeping habits, academic pressure, and poor nutrition and unhealthy eating habits. Students need enough sleep and less pressure for their brain to relax and recharge for it to function well. They also need to avoid stress-inducing foods such as fries and sodas. As has been seen, high stress levels could lead to physical symptoms, poor management skills, and self-defeating thoughts among students. As such, parents and teachers should work together in ensuring that students do not experience much stress because it is not good for their health and academic ability.
Personal Stress Management: Surviving to Thriving. Boston, MA: Cengage Learning. Patel, G. Raju, M. Health Psychology and Counselling. There are a few major limitations evident in the data collected. The first of which is that there were very few grade 9 or 10 students surveyed, meaning that it was impossible to analyze the results for each grade due to the statistical discrepancy that would be present.
This makes it impossible to analyze the data from each mark range due to the statistical discrepancy that would be present. When the survey population was analyzed it was found that of the six causes of stress on the survey, the most one that was found to cause the most stress was stress about high school students futures. In the survey and in the analysis, 1 means low or no stress, and 5 means high stress, and 3 being neutral. The average level of stress experienced towards their futures 4.
The reason for this is likely because a high school student is probably concerned on what will become of them after high school, what they will do, what happens when if they fail. This would definitely cause students to stress. Out of the six questions, the causes of stress that students are most stressed about in general are their futures, their schoolwork, and their grades. The other three causes of stress were not stressed about very highly.
The cause of this is likely because students are under the pressure to achieve in school, and student know that what they do in high school will affect their future. This means that the students surveyed, and students in general realize that it is more important to stress about academics rather than personal issues. What this shows is that over half of the students surveyed feel a higher stress towards these three things, and the most frequently occurring number representing the amount of stress being experienced is 5 regarding stress about the future.
In respect to the limitations of the data, it is also possible that these results are influenced by the bias in the data collected.
In order to be accepted by schools, having high grades 11 and 12 marks will help. Almost all of the students happen to be in grade 11 and 12, and will be under stress to achieve higher marks so that these schools accept them. The junior grade marks have very little influence on whether a school accepts them or not, meaning that students of the lower grades may not be as stresses as students in the senior grades.
This bias may have caused the results found about what stresses students the most. Figure 1: A graph showing the average amount of stress experienced for each of the six causes of stress, with the higher up on the graph meaning the more stressed experienced.
After correlating the data of the population, the strongest correlation found was that stress towards schoolwork and stress towards marks, with a correlation of 0.
The explanation of this strong positive correlation is likely due to the fact that schoolwork affects marks. A student who stress about their marks is likely also stress about their schoolwork, which directly influences their marks. However, the bias of the data may also be an influence on this result, due to the same reasons as mentioned above.
Figure 2: A scatter chart showing the correlation of the stress towards schoolwork and the stress towards marks. The R-value showing that the data is all fairly close to the trend line. The data was then analyzed further by comparing the stress of both genders of the study. Both genders show a similar pattern, with the students futures being the largest cause of stress, followed by the academic stressors schoolwork, marks. This is likely caused by the same reasons explored in the first paragraph, as well the influence of the biases which were explored as will in the first paragraph.
An interesting finding was that on average, the females surveyed were more stressed for almost every cause of stress on the survey than males. The females were more stressed about their futures, marks, schoolwork, and image than males, and had very near the same amount of stress for the other two questions.
The difference in stress about the future was minimal 4. Looking at the medians and modes shows that with males, both were three in regards for schoolwork, and four in regards of future and marks, whereas in females, both were four in regards to schoolwork, median four and mode five in regards of marks, and both were five in regards of their future. The average stress towards schoolwork in males 2. What was most surprising was stress about image.
The median and mode for females were both 3, but in males it was 3 and 1, and a different in the average of 0. What this data may show is that in general, females care more about their academics then males, as well as their image. These results may also be skewed due to statistical discrepancy. There were 17 participants of each gender, which is not a lot of data for each gender.
This lack of data may have had an effect on the results of the analysis. Figure 3: This graph shows and compares the average amount of stress experienced by each gender toward the six causes of stress that were on the survey. After all of the analysis, what the data is telling is that the biggest cause of stress in high school students is their future. What was also discovered is that in general, females experience more stress than males, meaning that they likely care more than males, on average.
However, these results may have also be influenced by biases in the data such as the lack of diversity in the sample population, and in the analysis of stress in males and females, the lack of data for each gender. If this study were given more time and resources, it would be possible to further analyze the subject than the analysis in this study. The most important problem to address would be to fix the limitations in the data.
The limitations in the data collected was that amount of students from each grade, and average midterm mark range, was not diverse. In order to fix this, the sampling method would have to be changed. Instead of a convenience method, a stratified or clustered method would be much more effective, where a certain number of students from each grade will complete the survey.
Another issue that would have to be addressed is some of the bias in the survey. In the future, in order to ensure that the data and the analysis are more accurate, there are a few things that can be done. One would be to have a larger sample size, because more data means more accurate results. It would also be important to have enough people from each grade, each gender, and maybe even the two combined, to be able to analyze these aspects individually without statistical discrepancy.
It may be possible to get large an enough sample from each range of average marks, but that would likely be much more difficult. One could add more causes of stress to analyze rather than the six in this study, or add more questions asking on how this stress affects you, or why do you think this stress is occurring, in order to determine how the stress affects students, not just what is the most stressful for students. Adding more general aspect such as gender or age to analyze may also help find some interesting results.
The biggest cause of stress amongst the sample of Iroquois Ridge high school was stress about the students futures. It was also found that in general students are stressed more toward the academic aspect of their life such as schoolwork and marks rather than the personal aspects of their lives such as personal image and relationships.
The strongest correlation of the data found showed that stress toward schoolwork and stress towards marks have a high positive correlation 0. The probable cause of this is that the work done in school directly affects your mark.