Annotated Bibliography: Gender Differences in Terms of Stress among Students

Gender Differences in Terms of Stress among Students

Student Name

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Instructors Name

Date

Gender Differences in Terms of Stress among Students

Asher, M., & Aderka, I. M. (2018). Gender differences in social anxiety disorder. Journal of clinical psychology, 74(10), 1730-1741. Retrieved https://dl.uswr.ac.ir/bitstream/Hannan/62850/1/2018%20JCpsychology%20Volume%2074%20Issue%2010%20October%20%284%29.pdf

The article aimed to examine whether gender differences in social anxiety disorders have been known to disrupt an individual’s life and eventually cause stress. An NCS-R survey was administered to obtain the data where the first part involved a core diagnostic assessment while the second part involved an assessment of additional disorders. The findings indicate that women were more likely to have a social anxiety disorder, anxiety disorders, and posttraumatic stress (SAD) compared to men. Men were more likely to have comorbid substance abuse and conduct disorders. The results of the research revealed that women are more likely to be associated with stress and stress-causing factors compared to men.

Bonneville-Roussy, A., Evans, P., Verner-Filion, J., Vallerand, R. J., & Bouffard, T. (2017). Motivation and coping with the stress of assessment: Gender differences in outcomes for university students. Contemporary Educational Psychology, 48, 28-42. Retrieved https://www.researchgate.net/publication/307524823_Motivation_and_coping_with_the_stress_of_assessment_Gender_differences_in_outcomes_for_university_students

The article aimed to assess gender differences by testing a conceptual model that involved motivational processes involved in coping with the stress of university assessment. Two surveys were administered among the participants across one academic term. The research results discovered mean-level differences in the estimated measures. Women experienced high levels of stress, while men were more affected by disengagement-oriented coping. Females experiencing higher stress levels were prone to using more coping strategies, which comprised of disengagement coping when trying to face increased stress. The results reveal a significant difference in how stress affects each gender.

Hemamalini, R., Ashok, V., & Sasikala, V. (2018). A study on stress management and its impact on students. Sciences, 7(3), 101-110. Retrieved https://hrmars.com/papers_submitted/4439/A_Study_on_Stress_Management_and_its_Impact_among_Students.pdf

The article argues that stress is a condition that negatively impacts the normal working conditions of a student. The research results revealed that various factors are responsible for causing stress among students. Several factors were responsible for causing stress to nearly 40% of the students that were assessed. The factors include lack of support from faculty members, fear of examination, failure to understand the subject, and during the process of undertaking the exam. The results also state that there are no gender differences in experiencing stress and that the stress experienced can be managed using various stress-revealing techniques.

Ramli, N. H., Alavi, M., Mehrinezhad, S. A., & Ahmadi, A. (2018). Academic stress and self-regulation among university students in Malaysia: Mediator role of mindfulness. Behavioral Sciences, 8(1), 12. Retrieved https://www.mdpi.com/2076-328X/8/1/12/pdf

The authors indicate that academic stress is negatively related to executive functioning, such as self-regulation. As the academic stress levels of student increase, their levels of mindfulness reduce, which is associated with carelessness, lack of attention, and low levels of well-being. Test and exam burdens, a demanding course, different education systems, and thoughts about graduation plans are the common causes of stress among university students. The research determines self-regulation and mindfulness to be significant factors determining academic stress but does not indicate whether the impact on the students is the same or different across the students.

Reddy, K. J., Menon, K. R., & Thattil, A. (2018). Academic stress and its sources among University students. Biomedical and Pharmacology Journal, 11(1), 531-537. Retrieved https://biomedpharmajournal.org/vol11no1/academic-stress-and-its-sources-among-university-students/

The authors argue how stress has become part of the students’ academic life due to the internal and external expectations that they face. Adolescents have been vulnerable to individual and social problems associated with academic stress. The researchers administered an academic stress scale among the students, and the results obtained from the T-test statistic revealed that there was no significant difference in the total academic stress experienced by the male and female students. However, on further analysis, the T-test statistic revealed that males and females differed in terms of fear, which was a dimension of academic stress, but no difference was observed in other aspects. The article implies that gender difference in terms of academic stress exists in a few aspects.

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