1

BINDURA UNIVERSITY OF SCIENCE EDUCATION

FACUILTY OF SCIENCE

SOURCES OF STRESS AND COPING STRATEGIES AMONG UNDERGRADUATE

STUDENTS AT A STATE UNIVERSITY IN ZIMBABWE

BY

MUFUTUMARI MONICA

B1231682

A RESEARCH PROJECT SUBMITTED IN PARTIAL FULFILLMENT OF THE

REQUIREMENTS OF THE BACHELOR OF SCIENCE (HONOURS) DEGREE IN

NURSING EDUCATION

FACULTY OF SCIENCE

DEPARTMENT OF HEALTH SCIENCES

JUNE 2015

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HEALTH SCIENCE DEPARTMENT

APPROVAL FORM

Title of Research Project: SOURCES OF STRESS AND COPING STRATEGIES AMONG

UNDERGRADUATE STUDENTS AT A STATE UNIVERSITY IN ZIMBABWE.

To be completed by the student:

The undersigned certify that the research project meets the preparation guidelines as presented in

the faculty guide and instruction for typing research projects.

............................................................ ...............................

MUFUTUMARI MONICA

(Signature of student) Date

To be completed by the supervisor:

This research project is suitable for submission to the faculty and was checked for conformity

with the faculty guidelines.

..................................................................... ................................

Ms L Makuyana

(Signature of the supervisor) Date

To be completed by the chairperson of the department

I certify that to the best of my knowledge, the required procedures have been followed and the

preparation criteria have been met for this research project.

.................................................................. ..................................

Ms Mwanza

(Signature of chairperson) Date

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Release form

Name of student: Monica Mufutumari

Research project title: Sources of stress and coping strategies among

undergraduate students at a state University in Zimbabwe

Degree title: Bachelor of Science (Honours) Degree in Nursing

Education.

Year degree granted: Permission is hereby granted to the Bindura University of

Science Education Library to produce single copies of this

research project and to lend or sell such copies for private,

scholarly or scientific research purpose only. The author

does not reserve other publication rights of the research

project nor may extensive extracts from it be printed or

otherwise reproduced without the author’s written

permission.

Signed: ……………………………………………………

Permanent address: Mtoko District Hospital, Box 59, Mtoko

Date: December 2015

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Acknowledgement

My sincere gratitude goes to my supervisor for her unwavering support, assistance and guidance

throughout the study. I am sincerely grateful to her for all the effort which she contributed to my

research. She went above and beyond in sacrificing her invaluable time and busy schedules. I

thank Bindura University of Science Education for granting me permission to carry out the study

among the students. Special appreciation goes to the Chairperson, Health Sciences Department,

Ms. E. Mwanza for her unwavering support. I also thank the students who took part in the study.

Special thanks also go to my husband, Tom for all the support, my children Tilda and Takunda

for waiting patiently, my colleagues HBScNE students and all the lecturers who stood by me

during tough moments. May God bless you.

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Dedication

I dedicate this study to the Bindura University of Science Education students who are the

beneficiaries of this study.

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Declaration form

I declare that the study “sources of stress and coping strategies among undergraduate students of

Bindura University of Science Education” is my own presentation and it has not been submitted

before for any degree programme or examination in any university. The sources the research has

quoted have been indicated and verified as complete reference.

Name: Monica Mufutumari

Date: …………………..

Signature: ……………………

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ABSTRACT

Stress is common among University students as they endeavor to adjust and adapt to a multitude

of experiences that have never been encountered before whilst at school. High levels of stress are

believed to affect students’ academic functions. The study aimed to assess the sources of stress

and coping strategies among undergraduate students at Bindura University of Science Education.

The study employed a descriptive cross sectional quantitative research design. A sample of 100

students was drawn using convenience sampling method. The inclusion criteria were Bindura

University of Science Education students who were around the university campus. Exclusion

criteria were students with a mental disorder or chronic diseases such as epilepsy, tuberculosis or

cancer. A self administered questionnaire was used as the data collection tool and data collected

was analyzed using descriptive statistics. The questionnaire covered demographic data, sources

of stress and coping strategies. The data was presented in the form of bar graphs, pie charts and

tables. The transitional model of stress and coping was used to guide the study.

The study findings were that the top five causes of stress among students were failing

examinations (71%), financial difficulties (61%), transport problems (53%), inadequate meals

(42%) and family problems (40%). The mostly used coping strategy is seeking diversion through

listening to music (65%), reading (54%) and eating food (50%). Avoidance was the least form of

coping used by the students. Recommendations were that the university should intensify lectures,

seminars or sessions on stress to help students to cope with stress. University administrators

should review and strengthen the measures in existence and initiatives towards curbing stress

among students.

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Table of Contents

Approval form................................................................................................................................i

Release form..................................................................................................................................ii

Acknowledgement........................................................................................................................iii

Dedication.....................................................................................................................................iv

Declaration form............................................................................................................................v

Abstract.........................................................................................................................................vi

Table of contents.........................................................................................................................vii

List of tables..................................................................................................................................x

List of figures...............................................................................................................................xi

List of appendices.......................................................................................................................xii

Chapter 1.......................................................................................................................................1

Background Information...............................................................................................................1

Statement of the problem..............................................................................................................3

Purpose of the study......................................................................................................................3

Objectives of the study..................................................................................................................3

Research questions........................................................................................................................3

Significance of the study...............................................................................................................4

Conceptual framework..................................................................................................................4

Definition of terms........................................................................................................................7

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Chapter 2.......................................................................................................................................8

Introduction...................................................................................................................................8

Review of related literature.........................................................................................................8

Literature on the transactional Model of Stress and Coping.....................................................14

Summary...................................................................................................................................14

chapter 3………………………………………………………………………………………15

Methodology.............................................................................................................................15

Introduction...............................................................................................................................15

Research design........................................................................................................................15

Study site..................................................................................................................................15

Study population.......................................................................................................................15

Sample......................................................................................................................................16

Sampling procedure..................................................................................................................16

Research instrument..................................................................................................................16

Validity and reliability of the instrument..................................................................................17

Pilot study..................................................................................................................................18

Ethical considerations................................................................................................................18

Data collection procedure..........................................................................................................18

Data analysis..............................................................................................................................19

Chapter 4................................................................................................................................................20

Data presentation and analysis...................................................................................................20

Introduction................................................................................................................................20

Data presentation........................................................................................................................21

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Chapter 5................................................................................................................................................36

Introduction................................................................................................................................36

Discussion......................................................................................................................................36

Implications to Nursing Education................................................................................................39

Implications to Nursing Research.................................................................................................39

Implications to Administration.....................................................................................................39

Limitations....................................................................................................................................40

Conclusion....................................................................................................................................40

Recommendations........................................................................................................................40

References....................................................................................................................................41

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List of Tables

Table 1(a): Demographic characteristic 21

Table 1(b): Demographic characteristics 22

Table 2: Type of residence 25

Table 3: Time management 26

Table 4: Studying in general 26

Table 5: Personal challenges 27

Table 6: Somatic impact 28

Table 7: Social factors 29

Table 8(a): Seeking diversion 30

Table 8(b): Seeking diversion 31

Table 9: Ventilating feelings 32

Table 10: Avoiding 33

Table 11: Seeking professional and spiritual support 34

Table 12: Self reliance 35

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List of figures

Figure1: The Transactional Model of Stress and Coping 6

Figure 2: Hours of sleep during the night 23

Figure 3: Last time visited by doctor 24

Figure 4: Academic workload 25

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List of appendices

Appendix1: Information sheet.......................................................................................46

Appendix 2: Consent form..............................................................................................47

Appendix 3: Questionnaire.............................................................................................48

Appendix 4: Supporting letter from heath science department…......................................54

Appendix 5: Application letter for permission…..............................................................55

Appendix 6: Permission letter from registrar...................................................................56

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Chapter 1

Introduction

The chapter presents the background information, statement of the problem, the objective of the

study, research questions, and significance of the study, conceptual framework and finally

definition of terms.

Background information

Stress is the adverse reaction people have to excessive pressure or other types of demands placed

on them (Lazarus, 2010). Students are subjected to different kinds of stressors, such as the

pressure of academics with an obligation to succeed, an uncertain future and difficulties of

integrating into the system. Demanding academic pressure and limited social and personal time

can add to the normal stress of life and begin to have a negative effect on a person (Chakravarthi

and Vijayan, 2010). Stress in academic institutions can have both positive and negative

consequences if not well managed (Moutier et al, 2010); therefore students need to be engaged in

good coping skills. Learning ability and academic performance is affected as students face

social, emotional, physical and family problems (Orzel, 2010). Too much stress can lead to

physical and mental health problems as well as reduce students’ self-esteem (Arslan et al, 2009).

Studies have classified the sources of stress into three main areas; academic pressures, social

issues and financial problems (Karaoglu and Karaoglu, 2009) and a number of students have

fallen prey to such situations. It is important to the society that students learn and obtain the

essential knowledge and skills in order to make them contribute positively to the development of

the nation from different aspects. Stress was labeled by ‘The American Institute of Stress’, in

addition to other countless current researchers as “America’s number one Health Problem”

(2009). According to a 2014 report by the American College Health Association, stress was the

number one factor that negatively impacted undergraduate students’ academic performance,

closely followed by anxiety and sleep difficulties (Shu –hui, 2014). When students’ stress

becomes excessive it can affect health, academic performances and even social relations.

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A study conducted in Malaysia revealed that 4.8% school students were found to experience

severe stress (Lim, 2013). In a younger population, stress was not only caused by personal

relationships, social challenges, and increased academic demands but it also was a result of the

development of poor sleeping habits (Santen et al, 2010). The existence of stress in the student’s

life cannot only result in the development of chronic stress, but can in fact propagate already

existing stress-related problems such as failure of examinations. Ahmad, Yusoff and Razak

(2011) found that prevalence of stress was 100% among the dental students with academic

concerns, patient management and clinical management as the sources of stress.

Coping strategies are specific efforts, both behavioral and psychological, that individuals apply

to master, tolerate and minimize stressful events (Lazarus, 2010). Undergraduate students need

to cope with psychological and social changes that are connected to the development of an

autonomous personal life. Additionally, they have to cope with the academic demands that they

encounter in university studies in their preparation for professional careers. By setting priorities,

planning ahead and organizing self, one can minimize the impact of stress. In a study conducted

by Beam and Hammer (2010), students reported that they had to ignore one subject for the

preparation of another as a coping strategy. Dental students in Greece used problem focused

strategies, followed by emotion focused strategies and a few used avoidant strategies to cope

with academic stress (Wood and Haber, 2014). Unpublished data at Bindura University of

Science Education indicate that students face stressful situations affecting their psychological

wellbeing as reported by the university chaplain. According to the statistics from the admissions

department 68 students have deferred their studies in the current semester and 103 students have

repeated some of the courses. Reports indicate that some attempt suicide due to social problems,

while others drop out of the University due to financial problems. Some students engage in

abnormal behaviors such as prostitution, substance and drug abuse as a way of coping with

stress. Thus, this study seeks to find out the sources of stress among Bindura University of

Science Education students and the coping strategies they are using to cope with stress.

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Statement of the problem

Undergraduate students at Bindura University of Science Education are experiencing stress

leading to problems that affect their learning and academic performance ending up with

psychological and physical problems. Unpublished data from the admissions department

revealed that 68 students had deferred their studies in the current semester and 103 students had

to repeat some of the courses. Some students end up embarking on drug abuse as a way to cope

with stress, while others attempt suicide; some end up with unplanned and mistimed pregnancies

due to unprotected sexual activities.

Purpose of the study

The purpose of this study is to determine the sources of stress among undergraduate students and

describe their coping strategies in resolving stressful situations.

Objectives of the study

The objectives of this study are:

1) To determine sources of stress among undergraduate students at Bindura University of

Science Education.

2) To assess the coping strategies used by undergraduate students at Bindura University of

Science Education to resolve stressful situations.

Research questions

1) What are the sources of stress among undergraduate students at Bindura University of

Science Education?

2) How do undergraduate students at Bindura University of Science Education cope with

stressful situations?

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Significance of the study

The study findings may assist the department of students’ affairs to build a knowledge base on

student’s behaviours on campus. Strategies that are evidence based may be implemented to assist

students to adopt positive coping strategies. The study findings might also be used by University

administrators in planning a therapeutic environment on campus for building students self

esteem.

The study findings may also assist in developing health promotion programs at Bindura

University of Science Education and other tertiary institutions in the country for both the student

and the staff.

Conceptual framework

Burns and Grove, (2011), state that a conceptual model is a set of abstract, related constructs that

broadly explain phenomena of interest, expresses assumptions and reflects a philosophical

stance. Wood and Haber (2014) describe a conceptual framework as a structure of concepts

and/or theories pulled together as a map for the study and provide the basis for development of

research questions or hypotheses. The critical role of research in nursing practice is the

application of nursing theories to discover new knowledge (Khowaja, 2006).

The Transactional Model of Stress and Coping (1984) provided a guide to the study. A stressor

is a “demand, situation or circumstance that disrupts a person’s equilibrium and initiates the

stress response of increased autonomic arousal” (Lloyd, King, &Chenoweth, 2010). The

transitional model of stress and coping is a framework for evaluating the processes of coping

with stressful events. Stressful experiences are interpreted as person-environment transactions.

These transactions depend on the impact of the external stressor.

When faced with a stressor, a person evaluates a potential threat (primary appraisal). Primary

appraisal is a person’s judgement about the significance of an event as stressful, positive,

controllable, challenging or irrelevant (Cohen, 2009). If event is perceived as not threatening,

then stress will not result. If event is perceived as threatening, then is going to cause distress.

Facing a stressor, the second appraisal follows, which is an assessment of people’s coping

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resources and options. The coping resources can be put into four categories which are physical-

health and energy; social- social support from family, friends and social network; psychological-

beliefs, self-esteem, perceived control and morale; material- financial and tools.

Secondary appraisals address what one can do about the situation. This is the perception of one’s

ability to change the situation, manage one’s emotional reaction and or cope effectively, which

will lead to successful coping adaptation. Actual coping efforts aimed at regulation of the

problem give rise to outcomes of the coping process. Coping efforts are the actual strategies used

to mediate primary and secondary appraisals. The coping strategies include problem

management where active coping, problem solving and information seeking may be used.

Another strategy is emotional regulation- such as venting feelings, avoidance, denial and seeking

social support. The last strategy is meaning based coping which include positive reappraisal,

revised goals, spiritual beliefs and positive events. With coping adaptation, the coping strategies

may result in short or long- term positive or negative adaptation. Coping might be positive when

one focuses on problem solving and information seeking. Coping may be negative when one

focuses on avoidance, denial, venting feelings or seeking social support.

The transactional model of stress and coping is useful for health education, health promotion and

disease prevention (Lazarus and Cohen, 2002). Some stress does not affect all people equally,

but stress can lead to illness and negative experiences.

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Figure 1: The Transactional Model of Stress and Coping (Lazarus and Folkman, 1984)

Situation/event

Generic parameters Appraisal (primary appraisal)

(age, sex, support systems)

Perceived threat no threat perceived

(Secondary appraisal)

Perception of the inability perception of the ability no stress

To cope with stress to cope with stress

(coping strategies)

Negative stress- avoidance positive stress- problem solving

- denial - information seeking

- ventilating feelings

Adapted from Lazarus and Folkman, 1984

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Definition of terms

Stress - is the adverse reaction people have to excessive pressure or other types of demands

placed on them (Lazarus, 1991).

Undergraduate student– student studying for first degree (a student at a college or university who

has not yet received a bachelor’s-level degree (Encarta Dictionary, 2011).

Coping- to deal successfully with a difficult problem or situation (Encarta Dictionary, 2011).

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Chapter 2

Introduction

This chapter presents a review of related literature. Previous research on sources of stress and

coping are presented. Literature on the transactional model is also presented.

Review of related literature

Sources of stress

University is a place which provides students with tertiary education and psychosocial

development (Tao et. al, 2000). Students are also socialized with different kinds of people while

they undergo psychological development. Research shows that entering university may bring

strain or stress (Gall, Evans, & Bellerose, 2000). This is because university students face a

changing education system, lifestyle, and social environment that is different from high school.

University students need to reach certain levels of academic achievement in order for them to

graduate. Their performance during classroom activities, assignments, presentations, and

examinations determine the academic achievement (Ong, Bessie, & Cheong, 2009) as they are

evaluated throughout the semester. Above all this, most students would have moved out from

home and expected to wisely manage their time for both curricular and extracurricular activities.

They also meet people of different ages and backgrounds, thus interpersonal skills are needed to

socialize with the people around them.

Past research shows that some undergraduate students undergo significant stress (Brown et al.,

2009). First-year university students have been found to be particularly prone to stress (Towbes

& Cohen, 2006; Pancer et al., 2000; Wintre & Yaffe, 2000) and they experience high levels of

stress (Wintre & Yaffe, 2000) due to the college life transition (Towbes & Cohen, 2006). Most

of them face culture shock as university life is different from school life. Inability to cope with

the stressors during the transition might cause deterioration of academic performance and

increase of psychological distress (Dwyer & Cummings, 2001). The increase in stress during the

first year predicted the decrease of overall adjustment and lower grade point average (GPA)

(Wintre & Yaffe, 2000). Students tend to lose self-confidence as they establish new social

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relations, while trying to cope with the increasing academic demands (Tao et. al., 2000; Dwyer

& Cummings, 2001).

Ross, Niebling and Heckert (2010) conducted a study in America which revealed that 38% of the

stressors were intrapersonal, 28% environmental, 19 % were interpersonal and 15% were

academic. Of the responses for interpersonal sources of stress 100% were daily hassles. Daily

hassles accounted for 88.2% of the environmental stressors. Daily hassles were responsible for

77.3% of the intrapersonal stressors, and 67.2% of the academic sources of stress. Overall,

81.1% of the identified stress sources could be classified as daily hassles. As opposed to major

occurrences in life they identified daily hassles accounting for greater stress among students.

Some of the more prevalent stressors were changes in sleeping or eating patterns, increased

workloads, vacations, and new responsibilities.

Ong & Cheong (2011) in Malaysia stated that the top five most frequently reported stressors

were academic workload, too many tests, difficult courses, exam grades, and lecturer

characteristics. In another study the highest group of stressors experienced by students was self-

imposed stressors followed by pressure (Hamaideh, 2011). Cognitive responses were found to be

the highest responses to stressors experienced by students. Yosuff et. al. (2012), in Malaysia

revealed that academic related stressors such as tests and examinations, large quantity of contents

that need to be learned, poor marks, inability to answer the teacher’s questions, insufficient skill

in medical practice, heavy workload and difficulties in understanding the questions pose stress

on students.

Cheng Kai-Wen (2011) in Taiwan suggested that students felt more stress from physical/mental,

academic, and emotional factors; students who took a student loan also felt more stress from

physical/mental, academic, and emotional factors than those who did not. Their suggestions were

that universities should provide more support and care to help students cope with various

stressors and identify students having stress reactions as soon as possible. Ji & Zhang, (2011) in

China argued that there are four sources of stress, namely employment situations, study

conditions, personal factors, and economic conditions. The study revealed that there is a

significant positive correlation between employment situations and mental stresses among

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university students, and a positive correlation between study conditions and mental stresses.

Examination grades and fear of failure were reported as stress inducing factors (Al-Samadani,

2013). In a study carried out in Nepal, the results revealed that insecurity regarding professional

future; examinations and grading procedures were the most stressful factors (Paudel et al, 2013).

Salgar (2014) in India found the most common stress factors reported by participants were high

parental expectations, vast syllabus, worry about the future, long duration of course, frequency of

examinations, performance in formative and summative examination, low self- esteem, lack of

sleep and lack of emotional and social support. The study highlighted the need for interventions

to cope with stress in medical education.

In 2012 a study was carried out in Nigeria by Hamaideh to identify different perceptions of

academic stress and reaction based on gender among first year students. The study reported that

male and female students had different perceptions towards, frustrations, financials, conflicts and

self-related stressors. Ongori and Angolla (2012), of Botswana showed academic workload as

the greatest source of stress with 81%. Academic related stressors such as continuous

performance were regarded as stressful and had a frequency of 56% whilst finding relations with

fiancés and inadequate resources to do assignments had frequencies of 42% and 66%

respectively (Ongori and Angolla, 2012).

Coping strategies

A study conducted by Chai & Law (2014), at Rahman University in Malaysia revealed that

participants who have high analytical personality dimension were more likely to use problem-

focused coping. Those with high relational and low openness personality dimension were more

likely to use socially supported coping strategies. Contrary to expectation, level of psychological

stress was not influenced by personality. However, higher level of psychological stress was

related to avoidant and socially supported coping strategies. In terms of coping with stress, the

students were able to describe a variety of strategies to cope with their stressful situations. These

included counseling services, doing meditation, sharing of problems, getting adequate sleep, and

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going out with friends. Lack of sleep, financial, and family problems were the most causes of

stress among students.

Deshpande & Chari (2009), revealed that very few students were found to adopt strategies like

smoking, taking medicines to sleep better and drinking alcohol at a Dental University in India. A

study conducted by Donkoh at.el.(2011), at Winneba Campus of University of Education in

Ghana revealed that among the ten strategies used, “active coping” and “positive reinterpretation

and growth” were the two most predominant for problem-focused and emotion-focused styles of

coping respectively. Donkor at. el. (2014), conducted a study at the University of Education in

Ghana which showed that restraint coping strategy was always used as a problem-focused coping

strategy while positive reinterpretation and growth was always used as an emotion-focused

coping strategy. It was found out that the students used more of problem-focused strategies in

managing stress than emotion- focused strategies.

Paudel et. al, (2013), reported that listening to music, watching television, and reading books

were the leading stress reduction methods used by students during all the academic years and in

another study find active coping, proper planning, religion, and acceptance as some of the stress

coping strategies used by most students (Al-Sowygh, 2013). A study conducted by Reddy

(2013), revealed that very few students were found to adopt strategies like smoking, taking

medicines to sleep better and drinking alcohol. Kanyakumari et. al. (2014), in their study

revealed that dominant coping strategies according to living arrangement were seeking out

friends for conversation and support, joking with friends and using humor, trying to focus on the

things which can be controlled and accepting the things which can’t be controlled. Students

staying at home were mostly adopting less constructive coping strategies while students staying

at the hostel were adopting more constructive stress coping methods.

At Midlands State University in Zimbabwe Kasayira, Chipandambira and Hungwe (2007),

showed that the seven most common clusters of stressors were finance, library resources and

study material, accommodation, food, transport, inadequate infrastructure and lecturer related

problems respectively. These stressors were rated as most common and most difficult by both

12

sexes as well as by resident, non-resident students and students in different academic years. The

students mentioned thirty-four coping strategies, which were divided into various categories.

Strategies categorized under direct positive coping strategies were considered to be the most

effective while those categorized under ad hoc coping strategies were considered least effective.

Machemedze (2013), also conducted a study at Midlands State University. The most common

source of academic stress was registration procedures while the most coping strategy used by the

students was social support through communication. Based on the findings male students were

regarded as dominant users of avoidant and distancing coping strategies compared to female

students who used emotional and social support coping.

Britz and Pappas (2015), conducted a study at James Madison University in America. The results

revealed that a high degree and frequency of stress existed among the participants, with over 50

percent of students reporting high levels of stress. The major causes of stress were found to be

academic workload and time management. High stress levels among participants correlated with

many unhealthy behaviors, including compromised quality of diet and decreased quantity of

sleep. Gaining a greater awareness was the first step in alleviating the sources and effects of

stress.

A study by Redhwan, Karim & Zaleha (2011), in Malaysia revealed that the most important

causes of stress were financial, lack of sleep, family problems and loss of appetite. The ways to

reduce stress were seeking for counseling services, doing meditation, sharing of problems,

getting adequate sleep and going out with friends. Another study was also done by Sami et al,

(2011) in Morocco at a University in Morocco. The most common stressor was worries of the

future, followed by financial difficulties. Significant predictors of stress were smoking, worries

of the future, self-blame, lack of emotional support, and lack of acceptance. Students used active

coping, religious coping reframing, planning, and acceptance to cope with stress. Stressors

reported by the students were mainly financial and academic issues. Students adopted active

coping strategies rather than avoidance.

A study conducted by Khater, Akhu-Zaheya & Shaban (2014), in Jordan from two faculties of

nursing at Jordan University of Science and Technology revealed that the most common type of

13

stressors were related to assignments followed by stress related to patients’ care and stress from

nursing staff and teachers. The most common coping behaviour utilized by the students was

problem solving. In a study by Rizwana, Mohammad and Haidar (2015), in India, life events and

societal expectations acted as topmost sources of stress. The most preferred stress coping

strategies adopted by students were prayers, worships and meditations; and the least preferred

coping strategies were smoking and drinking respectively. The study conducted by Deshpande1

& Chari (2014), at Maharastra University in India revealed that stress showed an upward trend

from first to final year. Stress due to emotional factors was significantly higher than academic,

social and physical factors. Females were more stressed than males. Students staying at home

were more stressed than those staying in hostels. The recommendations were that there is a need

for intervention programs at the level of students, parents, teachers and administration to develop

an overall positive institutional atmosphere for education and student welfare.

Fang-Zhao et. al, (2014), conducted a study at Nantong University School of Nursing in China

and revealed that during clinical practice, assignments and workload were the most common

sources of stress among students; transference was the most frequently used coping strategy by

students. Al-Sowygh (2013), reported that female students perceived significantly greater stress

than males due to their psychological makeup and greater expressivity of thoughts and feelings.

Higher stress in females may be due to way of reacting to stressful situations and sensitive

nature.

Ahmad, Yusoff & Razak (2011), found that prevalence of stress was 100% among the students.

Academic concerns, patient management as well as clinical management were the sources of

stress. Talking to friends, going to church, going for movie, watching television, reading books

were the most common ways to curb stress among the dental students. Laurence, Williams, &

Eiland (2011), their study indicated examinations, fear of failing, shortage in clinical time and

decrease in self-esteem and prompt reduction in time spent in recreational activity having been

associated with higher stress levels.

14

Literature on the Transactional Model of Stress and Coping

Byers and Smyth, 1997 applied the transactional model of stress and coping with critically ill

patients. According to the model they propose that critically ill patients are exposed to many

physiologic and environmental stressors which can result in physiological effects. The model

was used as a basis for describing patient’s response in critical care. The authors proposed

specific strategies to reduce stress and maximize coping in the critically ill patient.

Martin, Daniels and Felicity (2014), also used the transactional model of stress and coping in an

undergraduate mental health nursing programme in the Western Cape in South Africa. The

model was applied in the sense making process for students working in the challenging mental

health care environment. Basing on the assumptions that students’ thinking process, memory and

the meaning that those events have for the students experiencing them- will act to mediate in

determining stress and coping resources. Stress emphasizes the subjective responses in the

relationship between the student and the mental health care environment. Coping referred to the

cognitive and behavioral attempts made by students to manage the demands of the mental health

care environment but are appraised as exceeding the resources they possess.

Berjot and Gillet (2011), used the same model with discrimination and stigmatization as sources

of stress. The authors evaluated the model as representing a real progress in that it permits to

better explain and predict the variety of responses that people show when encountering

discrimination prejudice on self-esteem and other adjustment related variables.

Summary

Literature review is an important component of the research process which is done in order to

understand the background of the problem. It helps to identify gaps in the body of knowledge.

Various works of different authors and researchers have been reviewed and their findings

highlighted. The investigator will use these findings to guide the study at Bindura University of

Science Education, Zimbabwe. It is hoped that the obtained literature will assist to generate new

knowledge on the variables in question.

15

Chapter 3

Methodology

Introduction

This chapter is going to address the research design, setting, sampling procedure, research

instrument data collection procedure, ethical considerations and data analysis. Reliability and

validity of the research instrument will also be highlighted.

Research design

A research design is a procedural plan that is adopted by the researcher to answer questions

validly, objectively, accurately and economically (Kumar, 2011). Kumar (2011), further explains

that it is a plan, a structure and strategy of investigation so conceived so as to obtain answers to

research questions or problems. In this study, the researcher used a cross sectional quantitative

research approach and followed a descriptive design. Quantitative research seeks to answer

questions of how many and how much is concerned with relationships between variables (Polit

and Beck, 2010). A descriptive research design will enable the researcher to elucidate the sources

of stress among undergraduate students and to document the strategies used as coping

mechanisms.

Study site

The study was conducted at Bindura University of Science Education, Mount Darwin campus

hostels, Faculty of Social Science in Humanities-Town campus, Faculty of Science Education

campus, Faculty of Commerce- Main campus and Faculty of Agriculture and Environmental

Science- Astra campus. The study site is located in Bindura, Mashonaland Central Province in

Zimbabwe. The site was chosen because of its accessibility to the researcher.

Study population

According to Kumar (2011), the population is the entire set of units for which the survey data are

to be used to make inferences. Burns and Grove (2009), also defines a population as all elements

(individuals, objects, events or substances) that meet the sample criteria for inclusion in a study.

16

The study population was undergraduate students in Universities. In this research the target

population was the first, second and fourth undergraduate students at Bindura University of

Science Education. Third year students were not included since they were on attachment during

the period of study.

Sample

A sample is a subset of a population that is selected to participate in the study (Polit and Beck,

2010). The overriding consideration in assessing a sample in quantitative study is its

representativeness. Therefore, a representative sample is the one whose key characteristics

closely approximate those of the total population (Polit and Hunglar, 2006). A total of one

hundred (100) participants who meet the inclusion criteria were selected for the study. In this

research, the sample was drawn from undergraduate students from different faculties of Bindura

University of Science Education. The inclusion criteria were Bindura University of Science

Education students. Exclusion criteria were students with a mental disorder, chronic diseases

such as epilepsy, tuberculosis or cancer.

Sampling procedure

Kumar (2011), refers to sampling as the process of selecting a few respondents from a bigger

group to become the basis for estimating the prevalence of information of interest. Sampling

includes probability and non-probability methods. In this research non-probability sampling

method was utilized using convenience sampling. This method is appropriate for the study since

the participants are easily accessed at one place and as a group to be included in the study. Polit

and Beck, 2010), further elaborate that the larger the sample, the more representative it is likely

to be, and the smaller the sample the more the sampling error. A sample size of one hundred

students participated in the study.

Research instrument

A research instrument is a tool that is used to collect data in a study. In this research a

questionnaire was used. A questionnaire, according to Burns and Grove (2011), is a printed self

report form designed to elicit information and is developed with specific items to assist data

17

collection. The advantage of a questionnaire is that it is practical and large amount of

information can be collected from a large number of individuals with less expense and in a short

period of time (Brown et al, 2009). There is less opportunity for bias and does not disturb the

work schedule unlike an interview where the researcher and the participant need to sit and

interact. Though, Pearcey and Elliot (2009), highlight the disadvantage of a questionnaire as

having inadequacy in understanding some form of information such as changes of emotions,

behaviour and feelings. The questionnaire was divided into three parts namely demographic data,

sources of stress and coping strategies that are used. The demographic components included age,

sex, religion, programme of study, year of study and marital status. Sources of stress included

studying in general, personal challenges, somatic impact and social factors. Coping strategies

included seeking diversion, ventilating feelings, avoiding, seeking professional and spiritual

support and finally self reliance. The types of questions were closed.

Validity and reliability of the instrument

Validity determines the extent to which the instrument actually reflects the abstract construct

being examined (Burns & Grove, 2010). Validity refers to an instrument’s ability to actually test

what it is supposed to test. Subjecting the construction of the instrument to scrutiny ensures

validity. Reliability is the consistency with which an instrument is able to measure the attribute,

(Polit and Beck, 2010). The researcher consulted the supervisor and other senior personnel to

review the questions and provide expert opinion.

Reliability is the ability of a research instrument to provide similar results when used repeatedly

under similar conditions (Kumar, 2011). According to Patsika & Chitura (2009), the reliability of

a research instrument can be determined by conducting a pilot study or a test – retest, where the

instrument is administered to sample individuals on two occasions. If the results obtained are

consistent, the instrument is considered reliable. In the study, the researcher conducted a pilot

study at Zimbabwe Ezekiel Guti University prior to the main study and adjusted the instrument

accordingly. The researcher carried out a pilot study to ensure content validity and reliability.

18

Pilot study

A pilot study is a research project that is conducted on a limited scale that allows the

investigators to get a clearer idea of what they want to know and how best they can find it out

without the expense and effort of a full-fledged study (Kumar, 2011). According to Treece &

Treece (2010) the purpose of a pilot study is to determine the strengths and weaknesses of a

planned project, measure the reliability and validity of an instrument and to form the basis for

future studies. In the study, the instrument was administered to ten students at Zimbabwe Ezekiel

Guti University. The pilot study was used to test for clarity of the questions and instructions,

completeness of the responses and the time taken to complete filling the questionnaire.

Adjustments were made to the instrument before the major study.

Ethical considerations

Ethics is a system of moral values that are concerned with the degree to which research

procedures adhere to professional, legal and social obligations (Polit and Hungler, 2006).

One cannot assume that he/she has a right to undertake research or to ask questions from people,

without gaining their permission. Permission to carry out the study was obtained from the

Registrar of Bindura University of Science Education. The study participants were given a

consent form to sign and verbal information on the purpose of the study. All participants were

treated with respect, fairness and dignity. Anonymity, confidentiality and privacy was assured

throughout by explaining to the participants that their personal data and names should not appear

anywhere on the questionnaire and therefore completed questionnaires could not be linked to the

participants. Self administered questionnaires were completed in private and returned to the

researcher, where they were kept in secret and utilized only for the research purpose and were

destroyed after the study so that data gathered from participants would never be reused. The

respondents were free to withdraw from the study at any time without any prejudices.

Data collection procedure

In an effort to collect data, the researcher sought permission from the responsible authorities of

Bindura University of Science Education to carry out the study. Convenience sampling was used

distributing questionnaires to a total population of 100 students during free lecture periods and

others were identified after hours at their residential quotas. Before the distribution of the

19

questionnaire, an explanation was given indicating the areas of research, purpose of the research

and assurance of confidentiality was highlighted. The questionnaire would take about ten to

fifteen minutes to be completed and was to be collected back after an interval of 40 minutes. The

results from the questionnaires were then compiled and analyzed. Data was collected over a

period of two weeks.

Data analysis

Data analysis is the process of summarizing, presenting and describing the data collected from

research in such a way that relationships can be established and inferences drawn. Polit and Beck

(2010) defined data analysis as the systematic organization, the synthesis of research data and the

testing of hypothesis using the data. The researcher used descriptive analysis, frequency and

average using the Statistical Package for Social Sciences version 21 to analyze the data and

presented it using narration and tables.

20

CHAPTER 4

Data Presentation and Analysis

Introduction

This chapter focuses on presentation of results of the study. The data were presented in graphs,

pie charts and tables. The results from the questionnaire responses where analysed using

Statistical Packages for Social Sciences (SPSS) software version 21(2012).The researcher used

descriptive design and data was collected using questionnaires. The study was conducted among

100 students (n=100), who were conveniently selected from the five faculties. The results were

categorised into three main sections mainly: demographic characteristics of respondents, sources

of stress and coping strategies of stress. The response rate was 100%. The study sought to answer

the following research questions:-

1) What are the sources of stress among undergraduate students at Bindura University of Science

Education?

2) How do undergraduate students at Bindura University of Science Education cope with stress?

21

Data presentation

Table 1( a): Demographic Data (n= 100)

Demographic data (n=100)

Table 1(a) illustrates that eighty two (82%) of the respondents were aged between 18-25 years,

fourteen (14%) were aged between 26-32 years, two (2%) were aged between 33-40 years while

two (2%) were aged between 41- 50 years old. Fifty eight (58%) of the respondents were

females. Twenty two (22%) of the respondents were from the Faculty of Social Science and

Humanities, eighteen (18%) were from the Faculty of Science Education, twenty five (25%)

were from the Faculty of Commerce, eighteen (18%) were from the Faculty of Science while

Demographic data Frequency (n) Percentage (%)

Age (years)

18- 25 82 82

26-32 14 14

33-40 2 2

41-50 2 2

Total 100 100

Sex

Male 42 42

Female 58 58

Total 100 100

Study Programme

Social Science in Humanities 22 22

Science Education 18 18

Commerce 25 25

Health Science 18 18

Agriculture &Environmental Science 17 17

Total 100 100

Year of Study

Part one 40 40

Part two 35 35

Part four 25 25

Total 100 100

22

seventeen (17%) were from the Faculty of Agriculture and Environmental Science. Forty (40%)

of the respondents were part one students, thirty five (35%) were part two students while twenty

five (25%) were part four.

Table 1(b): Demographic Data (n= 100)

In table 1(b) ninety two (92%) of the respondents were Christians, four (4%) were Muslims

while four (4%) were Traditionalists. Most of the respondents fifty one (51%) did their

secondary education at a boarding school while forty nine (49%) did their secondary education at

a day school. The majority of the respondents eighty three (83%) started their undergraduate

aged between 18-25 years, fourteen (14%) were aged between 26- 32 years while three (3%)

were aged between 33- 40 years old. The majority of the respondents seventy two (72%) were

Demographic data Frequency Percentage

Religion

Christianity 92 92

Muslim 4 4

Traditionalists 4 4

Total 100 100

Secondary Education

Boarding school 51 51

Day school 49 49

Total 100 100

Age when started undergraduate degree

18-25 83 83

26-32 14 14

33-40 3 3

Total 100 100

Marital Status

Single 72 72

Married 22 22

Divorced 3 3

Co-habiting 3 3

Total 100 100

23

single, twenty two (22%) were married, three (3%) were divorced while three (3%) were co-

habiting.

Figure 2: Hours of sleep during the night (n=100)

Figure 2 above illustrates that forty (40%) of the respondents slept 3-5 hours at night and sixty

(60%) slept 6-9 hours

60%

40%

Hours of Sleep

24

Figure 3: Last time visited by Doctor (n=100)

Figure 3 illustrates that majority of the respondents (60) could not remember when they last

visited the doctor.

Table 2: Type of residence (n=100)

Type of Residence Frequency (n) Percentages (%)

Private 54 54

Family 39 39

Co-habiting 7 7

Total 100 100

Table 2 above shows that fifty four (54%) of the respondents were private lodgers, thirty nine

(39%) were living with their families while seven (7%) were cohabitating.

Last Visit to Doctor

Last Visit to Doctor

25

Sources of stress

a) Studying in general

Figure 4: Academic workload (n=100)

Figure 4 illustrates that sixteen (16%) of the respondents were not stressed by academic

workload, fifty (50%), while thirty four (34%) were much stressed. Majority of the respondents

(50%) were somewhat stressed.

Academic Workload

Academic Workload

26

Table 3: Time management (n=100)

Time management Frequency (n) Percentages (%)

Not stressful 29 29

Somewhat stressful 45 45

Very stressful 26 26

Total 100 100

Table 3 above shows that twenty nine (29%) of the respondents were not stressed by time

management, forty five (45%) were somewhat stressed while twenty six (26%) were much

stressed.

Table 4: studying in general (n=100)

Failing examinations Frequency Percentages (%)

Not stressful 13 13

Somewhat stressful 16 16

Very stressful 71 71

Total 100 100

Transport problems

Not stressful 21 21

Somewhat stressful 26 26

Very stressful 53 53

Total 100 100

Table 4 illustrates that majority of the respondents seventy one (71%) were much stressed by

failing examinations while fifty three (53%) were much stressed by transport problems.

27

Table 5: Personal challenges (n= 100)

Making future plans Frequency Percentages (%)

Not stressful 48 48

Somewhat stressful 32 32

Very stressful 20 20

Total 100 100

Low self-esteem

Not stressful 48 48

Somewhat stressful 37 37

Very stressful 15 15

Total 100 100

Intimate relationship

Not stressful 44 44

Somewhat stressful 33 33

Very stressful 23 23

Total 100 100

b) Personal challenges

Table 5 shows that forty eight (48%) of the respondents were not stressed by making future plans

while twenty (20%) were much stressed. Forty eight (48%) were not stressed by low self-esteem,

while fifteen (15%) were much stressed. The majority of the respondents forty four (44%) were

not stressed with intimate relationship but twenty three (23%) were much stressed.

28

Table 6: Somatic impact (n=100)

Unable to sleep

continuously

Frequency Percentage (%)

Not stressful 38 38

somewhat stressful 35 35

Very stressful 27 27

Total 100 100

Appetite change

Not stressful 37 37

Somewhat stressful 49 49

Very Stressful 14 14

Total 100 100

Inadequate meal

Not stressful 19 19

Somewhat stressful 39 39

Very stressful 42 42

Total 100 100

Personal illness

Not stressful 43 43

Somewhat stressful 22 22

Very stressful 35 35

Total 100 100

c) Somatic impact

Thirty eight (38%) of the respondents were not stressed in being unable to sleep, thirty five

(35%) were somewhat stressed while twenty seven (27%) were much stressed. Thirty seven

(37%) of the respondents were not stressed with appetite change, forty nine (49%) were

somewhat stressed while fourteen (14%) were much stressed. Nineteen (19%) of the

respondents were not stressed with inadequate meal, thirty nine (39%) were somewhat

stressed while forty two (42%) were much stressed. Forty three (43%) of the respondents

were not stressed with having personal illness, twenty two (22%) were somewhat stressed

while thirty five (35%) were much stressed.

29

Table 7: Social factors (n= 100)

Financial difficulties

Not stressful 15 15

Somewhat stressful 24 24

Very stressful 61 61

Total 100 100

Family Problems

Not stressful 25 25

Somewhat stressful 35 35

Very stressful 40 40

Total 100 100

Living conditions

Not stressful 34 34

Somewhat stressful 35 35

Very stressful 31 31

Total 100 100

Extra-curricular

Not stressful 62 62

Somewhat stressful 24 24

Very stressful 13 13

Total 100 100

Lack of confidence

Not stressful 58 58

Somewhat stressful 28 28

Very stressful 14 14

Total 100 100

d) Social factors

Table 7 illustrate that fifteen (15%) of the respondents were not stressed with financial

difficulties, twenty four (24%) were somewhat stressed while sixty one (61%) were much

stressed. Twenty five (25%) of the respondents were not stressed with family problems, thirty

five (35%) were somewhat stressed while forty (40%) were much stressed with family problems.

Thirty four (34%) of the respondents were not stressed with living conditions, thirty five (35%)

were somewhat stressed while thirty one (31%) were much stressed. Majority of the respondents

sixty two (62%) were not stressed with extra-curricular activities, twenty four (24%) were

somewhat stressed while thirteen (13%) were much stressed. Fifty eight (58%) of the

30

respondents were not stressed with lacking confidence, twenty eight (28%) were somewhat

stressed while fourteen (14%) were much stressed.

Coping strategies

Table 8(a): Seeking diversion (n=100)

Coping mechanism Frequency (n) Percentage (%)

Go to movie

Never 35 35

Sometime 49 49

Most of time 16 16

Total 100 100

Play video games

Never 36 36

Sometime 48 48

Most of time 16 16

Total 100 100

Listen to Music

Never 5 5

Sometime 30 30

Most of time 65 65

Total 100 100

Read

Never 7 7

Sometime 39 39

Most of time 54 54

Total 100 100

a) Seeking diversion

Table 8 illustrates coping strategies, where thirty five (35%) of the respondents never go to

movie, forty nine (49%) go sometimes while sixteen (16%) go most of the time. Thirty six (36%)

of the respondents never play video games, forty eight (48%) play sometimes while sixteen

(16%) play most of the time. Five (5%) of the respondents never listen to music, thirty (30%)

listen sometimes while sixty five (65%) listen most of the time. Seven (7%) of the respondents

never read, thirty nine (39%) sometimes read while fifty four (54%) read most of the time.

31

Table 8(b): Seeking diversion (n= 100)

Coping mechanism Frequency Percentage

Watch television

Never 24 24

Sometime 56 56

Most of time 20 20

Total 100 100

Sleep

Never 9 9

Sometime 57 57

Most of time 34 34

Total 100 100

Do exercises

Never 33 33

Sometime 49 49

Most of time 18 18

Total 100 100

Eat food

Never 5 5

Sometime 45 45

Most of time 50 50

Total 100 100

Twenty four (24%) of the respondents never watch television, fifty six (56%) watch sometimes

while twenty (20%) watch most of the time. Nine (9%) of the respondents do not sleep to cope

with stress, fifty seven (57%) sleep sometimes, while thirty four (34%) sleep most of the time.

Five (5%) of the respondents never do exercises, forty nine (49%) do exercises sometimes while

eighteen (18%) do exercises most of the time. Five (5%) of the respondents never eat food to

cope with stress, forty five (45%) eat food sometimes while fifty (50%) eat most of the time.

32

Table 9: ventilating feelings

Coping mechanism Frequency (n) Percentage (%)

Chat with friends

Never 4 4

Sometime 42 42

Most of the time 54 54

Total 100 100

Cry

Never 35 35

Sometime 52 52

Most of the time 13 13

Total 100 100

Day dream

Never 43 43

Sometime 44 44

Most of the time 13 13

Total 100 100

b) Ventilating feelings

Four (4%) of the respondents never chat with friends, forty two (42%) chat sometimes while fifty

four (54%) chat most of the time. Thirty five (35%) of the respondents never cry, fifty two

(52%) cry sometimes while thirteen (13%) cry most of the time. Forty three (43%) of the

respondents never day dream, forty four (44%) day dream sometimes while thirteen (13%) day

dream most of the time.

33

Table 10: Avoiding

Avoiding Frequency (n) Percentage (%)

Smoke

Never 66 66

Sometime 8 8

Most of the time 26 26

Total 100 100

Drink beer, wine or liquor

Never 58 58

Sometime 18 18

Most of the time 24 24

Total 100 100

Use prescribed medication

Never 39 39

Sometime 39 39

Most of the time 22 22

Total 100 100

Take coffee/tea

Never 25 25

Sometime 58 58

Most of the time 17 17

Total 100 100

Drink red bull/ dragon

Never 64 64

Sometime 22 22

Most of the time 14 14

Total 100 100

c) Avoiding

Table 10 illustrates that sixty- six (66%) of the respondents never smoke, eight (8%) smoke

sometimes while twenty six (26%) smoke most of the time. Fifty eight (58%) of the respondents

never drink beer, eighteen (18%) drink sometimes while twenty four (24%) drink beer most of

the time. Thirty nine (39%) of the respondents never use prescribed medication, thirty nine use

sometimes while twenty two (22%) use most of the time. Twenty five (25%) of the respondents

never take coffee, fifty eight (58%) take sometimes while seventeen (17%) take coffee most of

the time. Sixty four (64%) of the respondents never drink dragon, twenty two (22%) drink

sometimes while fourteen (14%) drink most of the time.

34

Table 11: Seeking professional and spiritual support

Seeking professional

support

Frequency (n) Percentage (%)

Go to church

Never 9 9

Sometime 37 37

Most of the time 54 54

Total 100 100

Pray

Never 8 8

Sometime 29 29

Most of the time 63 63

Total 100 100

Get professional

counselling

Never 57 57

Sometime 33 33

Most of the time 10 10

Total 100 100

d) Seeking professional and spiritual counseling

Thirty seven (37%) sometime go to church while fifty four (54%) go to church most of the time.

Twenty nine (29%) pray sometimes while sixty three (63%) pray most of the time. Fifty seven

(57%) of the respondents never get professional counseling, thirty three (33%) get professional

counseling sometimes while ten (10%) get it most of the time.

35

Table 12: self reliance

Self reliance Frequency (n) Percentage (%)

Try to think of good things

Never 10 10

Sometime 33 33

Most of the time 57 57

Total 100 100

Work hard on school work

Never 6 6

Sometime 38 38

Most of the time 56 56

Total 100 100

Try to figure out how to

deal with own problems

Never 9 9

Sometime 36 36

Most of the time 55 55

Total 100 100

e) Self reliance

Ten (10%) of the respondents never try to think of good things, thirty three (33%) sometimes try

to think of good things while fifty seven (57%) try to think of good things most of the time. Six

(6%) never work hard on school work, thirty eight (38%) sometimes work hard on school work

and fifty six (56%) work hard on school work most of the time. Nine (9%) of the respondents

never try to figure out how to deal with own problem, thirty six (36%) try to figure out how to

deal with own problem sometimes and fifty five (55%) try to figure out how to deal with own

problem most of the time.

36

Chapter 5

Summary, Discussions, Implications, Conclusion and Recommendations

Introduction

This chapter represents a summary of the study findings, discussions, recommendations and

implications as well as the recommendations which are drawn from the study findings.

Discussions

The study findings showed that the majority of the respondents were aged between 18- 25 years

old with a mean age of 22 years. Forty (40%) of the respondents were sleeping for three to five

hours. The recommended sleeping hours are 7 to 9 hours. Sleep deprivation puts the body at risk

for countless medical problems (Santen at. el, 2010). Sleeping for 3- 5 hours may have effects on

the health of students since one will not have heard enough time to rest and hence will affect the

concentration span and eventually affecting the learning capabilities of the students. This study

concurs with studies done by Ahmad, Yusoff & Razak (2011), Rizwana, Mohammad &Haidar

(2015) and Redwhwan, at. el. (2014), which showed similar range of hours slept by the students.

Sources of stress

Studying in general indicated that fifty (50%), of the respondents were somewhat stressed with

academic workload, while forty-five (45%) were somewhat stressed in time management.

Failure of examinations recorded the highest number of respondents of 71% as the most source

of stress in general studies, followed by transport problems with 53%. Transport problem

becomes a major source of stress since university campuses are far apart. More time is spent

trying to move from one campus to the other resulting in arriving late for lectures or missing

some of the lectures. Buses that ferry students from one campus to the other stick to a two hourly

timetable which may not be convenient for some students. Another trip between the stipulated

times could be ideal for the students.

37

Majority of students were not stressed much with personal challenges. Forty-eight (48%)

reported not being stressed by making future plans, not being stressed with low self-esteem and

forty-four (44%) reported not being stressed with intimate relationship. Personal challenges

differ with individuals hence not much was reported as stressful.

On somatic impact the majority (38%) reported not much stress in being unable to sleep

continuously or failing to sleep. 49% of the respondents were somewhat stressed in appetite

change, 43% reporting personal illness as not being stressful but 42% were very much stressed

with inadequate meals. Inadequate meal intake affects the health of students leading to lack of

concentration, physical problems and failure in examinations.

Among the social factors, financial difficulties was the leading source of stress with 61% ,

followed by family problems with 40% and 35% reported living conditions as somewhat

stressful. A lot of finance is needed by students for stationery, accommodation, food or transport.

The financial burden is consistent with (Kasayira et al 2011; Ongori and Angolla 2012) as

reported in their respective studies. As family problems arise, they also have an impact on the

academic work of a student and can result in failure by a student hence leading to stress. Since

most students are not accommodated in the campus, living conditions may also contribute to

stress as students use private accommodation. Extra-curricular activities were reported by

majority (62%) as not stressful as well as lack of confidence recording 58% not stressful.

The top most reported sources of stress were failing exams (71%), financial difficulties (61%),

transport problems (53%), inadequate meals (42%), and family problems (40%). This study is in

agreement with studies done by Ongori & Angolla (2012), Sami et al, (2011) & Redwhwan,

Karim&Zaleha (2011) who reported important causes of stress as financial (58%), lack of sleep

(52%), family problems (44%) and loss of appetite (32%).

Coping strategies

The coping strategies that were used by students ranged from seeking diversion, ventilating

feelings, avoiding, seeking professional and spiritual counseling and self reliance. These were

the actual strategies used to mediate primary and secondary appraisals.

Listening to music was the frequently used method with 65% of the respondents followed by

reading with 54% and eating food with 50% of the respondents. A few reported other strategies

in seeking diversion such as going for a movie sometime (49%) as the majority, playing video

38

games sometimes (48%) as the majority, watching television sometime (56%) as the majority,

sleeping sometime (57%) as the majority and doing exercises sometime (49%) as the majority.

This study is in agreement with the study done by Paudel et al. (2013) which reported that

listening to music (57%) and reading books (50%) as leading stress reduction methods during all

academic years.

On ventilating feelings most students had to chart with friends (54%) which is in line with

Lazarus and Folkmen (1984) who state social support as one of the most effective coping

strategy to cope with stressful situations, 52% used crying sometime as a coping strategy while

another 44% used day dreaming sometime as a way to ventilate feelings, which might be because

individuals vent emotions at the moment the individual is stressed rather than solving the

stressful situation at hand.

Fewer students used avoiding as a coping strategy. 66% reported never smoking as the majority,

58% never drink beer, wine or liquor, and 39% never use prescribed medication, while 39%

sometime use prescribed medication. 58% sometime take coffee/tea, while 64% never drink red

bull/dragon. However these findings contradict with Guthrie et al (1995) cited in Yousuff et al

(2010) who purport that dental medical students used avoidance coping strategies more

frequently than other coping strategies.

Praying (63%), was the leading strategy used by students in seeking professional and spiritual

counseling, followed by going to church (54%). 57% never got professional counseling as the

majority. This study concurs with Ahmad; Yusoff & Razak (2011) which reported going to

church (47%) and reading books (65%) as the most common ways to curb stress among the

dental students. The use of different strategies to cope with stress is supported by Lazarus and

Folkman (1984)’s transactional model that comprises of the two broad categories emotion

focused coping strategies and problem focused coping strategies that are used by individuals in

the face of stressful situations.

Of all the coping strategies used by students, self reliance had the highest scores in trying to

think of good things (57%), working hard on school work (56%), and trying to figure out how to

deal with own problems (55%). The commonly used strategies in the study were self reliance,

seeking diversion, spiritual counseling and ventilating. This study is consistent with a study done

39

by Chai & Law (2014) at Rahman University in Malaysia who reported that counseling services

(23%), praying (45%), sharing of problems, getting adequate sleep (32%), and going out with

friends (56%) as the coping strategies used by students. Similarly a study by Redhwan, Karim &

Zaleha (2011) who reported going to church (57%), sharing of problems (37%), going out with

friends (34%) and getting adequate sleep (32%) as the mostly frequently used coping strategies

also concurs with this study.

Implications to Nursing Education

The Nurses at Bindura University clinic will have adequate knowledge on sources of stress

among university students and the coping mechanisms used by the students. This information

will help them to develop health promotion programs at Bindura University of Science

Education and other tertiary institutions in the country for both the student and the staff. An

effective and specifically tailored in-service education programme involving all the nurses would

be necessary for continuing education programme on sources of stress and coping strategies

among students.

Implications to Nursing Research

These findings will help to change professional practice by placing more attention on the student,

their potential environment and uncovering the extent of their needs, in order to improve their

success once in the field.

Implications to Administration

The study findings might assist in strengthening support systems that assist undergraduate

students cope with stress. These include strategies that are evidence based that will enable

students to adopt positive coping strategies. University administrators will be able to plan

therapeutic environment on campus for building students’ self-esteem.

40

Limitations

The study was conducted among students of Bindura University of Science Education only and

therefore might not be a representative of all Universities across Zimbabwe as well as the general

population. This study relied on self-reporting of student’s usual behaviours which can

overestimate its actual practice, therefore, an estimate of the actual evidence of behaviour needs

to be treated with caution. Another limitation was that this was a University-based survey

therefore those who did not come to the University during the survey period did not participate.

Convenience sampling was used. These students may not have the same sources of stress and

coping mechanisms.

Conclusion

Stress is a common phenomenon among university students. The most common sources of stress

were failing of exams, financial difficulties, transport problems, inadequate meals and family

problems respectively. The most coping strategies used were listening to music, crying, trying to

think of good things and going to church/ reading/ chatting with friends respectively.

Recommendation

The University Counseling department should create platforms such as public lectures or invite

experienced or professional counselors to talk to students from various faculties and would gain

knowledge about how to cope with stress. The University should increase professional

counselors at the university.

Seminars with High School students should be done focusing on the university demands and

how to cope with stress so as to help the students gain knowledge on how to adapt to the

university life and be aware of how to cope positively when faced with stressors.

During orientation of first year, students should be involved in question and answer sessions with

the university counseling department so that they will know where to get professional counseling

when they face stressful situations. The sessions should include equipping the students with good

time management skills, problem-focused management techniques and adjustment skills to the

university environment.

41

Further researches on topics such as perception of students on stress and effects of stress should

be carried out by the university so that this will help the university administrators to review and

strengthen the measures in existence and initiatives towards curbing stress among students.

42

References

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Appendix 1

Information sheet

Research topic: sources of stress and coping strategies among undergraduate students at Bindura

University of Science Education.

I am a student at Bindura University of Science Education doing a Bachelor of Science Honours

degree in Nursing Education. As part of the academic requirements, I am expected to conduct a

research project.

My contact details are: Monica Mufutumari. Cell +263775806044

Or you can contact my supervisor, Ms Makuyana phone 0771238573/0712038573

Your participation in the study is voluntary, you may discontinue at any time without any

disadvantages or costs.

Privacy will be maintained as the information that will be obtained will be used sorely for

academic purposes. The data will be locked and no one who is not part of the research team will

have access to the data. You are not to put your name, ID number or cell phone number

anywhere on the questionnaire.

There are no known risks that are related to the study. You shall not be given any payment for

participating in the study. You may contact me at the above stated cell number even after the

study if you require any explanations.

The findings will be used to come up with programs that aim to reduce students’ stress at

Bindura University of Science Education.

Thank you for participating.

47

Appendix 2

Informed consent

I ........................................ have ready the information explaining the study entitled sources of

stress and coping strategies among undergraduate students at Bindura University of Science

Education. I understand the information given to me. The questions I asked were answered to my

satisfaction.

I agree to participate in the above stated study

Date.....................................................day of ................................2014

Signature..............................................................................................

Witness................................................................................................

48

Appendix 3

QUESTIONNAIRE

I am Monica Mufutumari, a student at Bindura University of Science Education. I am carrying

out a study on sources of stress among undergraduate students and their coping strategies in

partial fulfillment of the Bachelor of Science Honors’ degree in Nursing Education. I kindly ask

for your participation in completing this questionnaire. Your information shall be treated as

private and confidential, and will be used strictly for academic purposes only. Your name should

not appear anywhere on the questionnaire. Thank you.

Section A:

Demographic data

1. Age (in years).........................................................................

2. Sex (Please tick the appropriate answer)

Male Female

3. Programme of study

(specify).....................................................................

4. Year of study………………………

5. Religion: Christianity Muslim Traditionalism

6. Type of school attended for high school - Boarding....................

Day school..................

7. At what age did you start the undergraduate programme?

49

8. Marital status Single

Married

Widowed

Divorced

Co-habiting

9. How many hours do you sleep at night in a day ……………….

10. The last time you visited the doctor was 1- 2 days ago

A week ago

Last month

Cannot remember

11. How often do you seek medical attention? Often

Rarely

12. What type of residence do you use? Private

Family

50

Co-habiting

Section B – sources of stress

Please tick which you feel is the main contributory factor:

a) Studying in general

Not stressful somewhat stressful very stressful

13. Academic workload

14. Time management

15. Failing examinations

16. Transport problems

b) Personal challenges

17. Making future plans

18. Low self-respect?

19. Intimate relationship

51

c) Somatic impact

20. unable to sleep continuously/ failing

to sleep

21. Appetite change

22. Inadequate meal/ break time

23. Personal illness

d) Social factors

24. Financial difficulties

25. Family problems

26. Living conditions

27. Extracurricular activities

28. Lack of confidence in self

52

Section C – Coping strategies

a) Seeking diversion never sometimes most of the time

29. Go to movie

30. Play video games

31. Listen to music/ radio

32. Read

33. Watch TV

34. Sleep

35. Do exercises

36. Eat food

b) Ventilating feelings

37. Chat with friends

38. Cry

39. Day dream

c) Avoiding

40. Smoke

41. Drink beer, wine or liquor

53

42. Use prescribed medication

43. Take coffee/tea

44. Drink red bull/dragon

d) Seeking professional and spiritual support

45. Go to church

46. Pray

47. Get professional counseling

e) Self reliance

48. Try to think of good things

49. Work hard on school work

50. Try to figure out how to deal

with your own problems

54

Appendix 4

Supporting letter from Health Science department

55

Appendix 5

Application letter for permission

56

Appendix 6

Permission from Registrar