The study of stressors factors and responses towards these factors in girl and boy students

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The study of stressors factors and responses towards these factors in girland boy students

Karim Afsharinia*Department of Psychology, Kermanshah Branch, Islamic Azad University, Kermanshah, Iran.

*Corresponding author: [email protected]

Keywords Abstract

stressors factorsresources for stress

gender differences

The current research is conducted t o studying and comparing factors that cause stress and re sponses to thesefactors in boy and girl students. Statistical society of this study was all of undergraduates in 11

th zone of

Azad University which studying in 1390-91 educational year. From among them, 550 students were selected

(280 male and 270 female) with cluster sampling method by several steps. The tool of this research was

student life stress inventory (SLSI). For analyze of data we use multivariate analysis of covariance to controlage variable, hierarchy regression analysis for delineating role of gender and five sources of educational

stress to predict responses towards this factors. Five category of stressors factors including Frustration,

Conflict, pressure, changes and self- imposed stress and four descriptors of responses towards stress namely"physiological , excitation, cognitive and behavioral" were investigate. Results of research show that girl

students have high scores than boy in four responses to stressors and multiple factors, which cause stressincluding Frustration, pressure, changes and self-imposed stress, while boy students obtained higher scoresonly in self-, imposed stress factors. Result of multivariate analysis of covariance indicated that gender

variable have significant effect after control of age. In addition, results of hierarchy regression analysis show

that anticipating factors of gender and four resources for educational stress, have anticipate Physiological,

Excitation, Cognitive and Behavioral responses, significantly. All of factors, which cause educational stress,play signif icant role to anticipat e resources for educational stressors.

Introduction

Stress has been posing as a truth in modern life and it is impossible to control it without sufficient understanding of it. Familiarity with various

definition of this phenomenon is the first step for understanding of it. In terms of technical subject, Stress is a physical and psychic state, which

results from posing threat, or dissatisfied needs (demand). You will experience physical responses, if you encounter with a danger or have

challenging situation that named "Tension" or "Stress". Stressors factor can be an external or internal factor (Dobrin1387). There is too much

resource for Stress in everyday life. Although HANS SELIE (1974) have distinguish between useful Stress and harmful Stress and identifying

some level of Stress, as necessity for continuing of life, but in psychology, the word of Stress have been used in case of harmful Stress(REZAKHANI et al 1387). Different research show that individual is encounter with various stressors factors such as poor performance

condition, intolerable political condition, death, birth, time pressure, financial concerns, continuous disputes in family and work situations,

changes in type of feeding, change of climate, separating from family and changes in type of role, factors such as course selection, finding a

roommate, unit selection, financial problems, changes of life style, job selecting and marriage (cited by REZAKHANI et al 1387). Many

research have been conducted on "stress in education carrier" including Edwards, HERSHDERGER, RASELS and MARGCET 2001, MISRA,

Mac Kean, West and Toni 2000; RIPHMAN and DANKELMESHTER1990, MISRA and KASTELINO 2004). In one of these researches, Saks

(1997) affirmed the fact that stress is increasing in student course significantly.

There are different definitions that pose about stress. In one of them, King et al (1987) cited by Jones (1992) defined stress as a negative emotion

which related to doubt collation. It seems that this definition has close relation to stress which exist in educational and student fields. There is a

great expectancy from students to encounter with high amount of tasks and this issue can become a basis for skepticism about "self".

Educational stress refers to increasing need for knowledge and at the same time, perception based on does not having sufficient time for reaching

to that knowledge. KAROUS, GIZ and Moss (1996) in refer to factor which produce stress in student course, have emphasize on important role

which "limit time" of student, play in reaching to knowledge. ABOUZARI (1994) and KELM and Frazer (1986) cited by MISRA and

KASTELINO (2004) noted that students reported more stress in parts of every educational semester such as exam and during competition with

their friends to obtained highest scores. MOORIS(1990) Cited by SHOKRI et al (1385) emphasize on quintuplet stressors factors (Frustration,

conflicts, pressures, changes and self-imposed stress) and four group of responses towards these factors (physiological, excitation, cognitive and

behavioral). In face of factors that produce stress, student show various physical and physiological responses. Exhibitions of stress including

physical harm, chronic lack of energy, decreasing motives, Headache, digestive problems, sleep problems, depression and anxiety.

Some other studies show that gender is very important in applying different collation approach as encountering with factors which cause stress

and having experience educational stress (MISRA and KASTELINO (2004), METWID (2004), MISRA et al (2000)). Also, researches have

show that there is significant relationship between both gender in responses to stressors factors and women reported more educational stress than

men. Also, most popular responses to stress among student were excitation and cognitive responses (MISRA et al 2000).

This research aims to study role of gender differences in experience factors cause educational and student stress and responses to them as well as

role of these factors to prediction of responses to them.

Int. j. econ. manag. soc. sci., Vol(3), No (10), October, 2014. pp. 611-6

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612Karim Afsharinia *

International Journal of Economy, Management and Social Sciences Vol(3), No (10), October, 2014.


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socializing general role in which person learn that behavioral expression of social emotions is accompany with more acceptance (Gilbert and

sheer 1999). Many of cultures allow women to express their emotion with behavior whereas don't know thisas a proper and apt behavior

for

men.

In suit with, research literature can emphasize on important role of collation behavior to make clear differences between stressors factors and

responses to these factors in bothgender. Some of researchers have indicate that men use problem-based collation styles as encounter with

stressors situations and women useemotion-based collation styles

in such situations.

METWID

(2004), Al

Maida& KESLER

(1998) have

emphasize on traditional socialization patterns to makeclear general differences in collation with

stressors factors process. Female

gender

role is

defined with refer to features such as dependence, affiliation, excitation expression,lack of courage and dependence of personal needs to others

needs.Such features

make acceptance and expression

of emotions

based on weakness, incompetence and fear for men and use of active problem

solving for women, impossible. Since women select female role and men selectmale role, more likely; related stress with awareness of gender

behavior is different for two genders. It seems that youcan make clear observed gender

differences in collation behavior with help of

"socialization hypothesis". This hypothesis anticipates

that men use more active collation behavior and women use emotion-based and passive

behavior for socialization (PERLINE& SKELOR

1978; PETASK

et al 1992 cited by METWID

2004).

Therefore, according to this research we give empirical evidence for supporting role of gender

differences in experience of stress which help to

mental health specialists to have a more effective performance in designing and planning ofpreventing and t reatment programs. For example,

Since girl students in compare with boystudents have higher scores in responses to stressors factors, mental health specialists

must use a variety

of collation behavioral approaches such as practice, cognitive-behavioral treatment based on recognition of cognitive distortions and cognitive

approaches based on healthsuch as cognitive reconstruction. Result of current research also impress on necessity of stress

management training.

Progressive relaxation of muscle, meditation, biological feedback, training behavioral-cognitive skill and finally combining above mentioned

skills with each other (MORPHY1996 cited by HIRAKAVA, YAGI

and Miata 2002) are among useful methods. Muscle progressive relation

consist of practice for release stress

form muscle with focus on its activity. (JAKOBSON

1938

cited by HIRAKAVA

et.

al 2002). Meditation

may be include imaging of a silent place and repeat a neutral word or phrase such as "one" with closed eyes (BENION 1976, cited byHIRAKAVA

et. al 2002).

It is assume that this method can provoke

relaxation responses. In training of biological feedback, person received

some information(feedback) about physiological responses, during stress management

training period and use of this feedback to change the

response. For example,one can learn how reduce

Muscle stress using feedback which result

from certain Muscles. Training of cognitive-

behavioral

skill (Elis and Harper 1975 cited by HIRAKAVA

et. al 2002) help to person change evaluation processes which determined

whether

motives are harmful or non harmful and develop behavioral skills for managing stressors factors and finally use combination of thesefactors. It

seems that as studyingstudent

stress;

focus on relation of stress with time managing behaviors, collation

approach, cognitive evaluation process, supporting structures and being native or non native students, is necessary. In addition to this, study of

effect of genderrole expectancies on perception and response towards educational stress that in turn have affect from cultural context,

have

considerable importance.

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Given that the article is extracted from a research project funded by Islamic Azad University, Kermanshah done. The author considers it

his all stakeholders who have contributed to this project to fruition will appreciate.

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The study of stressors factors and responses towards these factors in girl and boy students