The paper has three goals: 1. to review findings in relation to a general domain of psychological theory and research, 2. To review the impact of diversity on the findings, theory, and/or research, and 3. To demonstrate the applicability of the area of theory and research.
Topic: The importance of stress for the experiences of emerging adults and college students- Do emerging adults (those between the ages of 18 and 29) or college students in general experience stress?
Review findings: Which stressors are particularly relevant to these populations? How does this impact their well-being or academic success?
Review diversity: How are the findings, research methods, or theories impacted by diversity? Diversity can include, but is not limited to, differences in age, race, ethnicity, culture, gender, socio-economic status, disability, and sexual orientation.
Demonstrate applicability: What can or is done successfully to reduce stress for these populations and to improve their well-being and/or academic success?
The Importance of Stress among College Students
The paper seeks to discuss research findings and application of the topic on the importance of stress for the issues facing emerging adults and college students. The college students usually face various stressful situations usually either shape or break their social lives. It is important to understand the inherent stressors among the college students. Some of the positive contributions of stress among the college students include that it motivates the students in working hard to overcome such instances in future. In contrast, stress could lead to reduced concentration of students to their in studies. Stressed students do not perform to the maximum of their potential. High levels of stress result in depression which a great danger to the wellbeing of students. It also determines that the universities and colleges have the greater responsibility to ensure students do not result in depression.
The Importance of Stress among Emerging Adults
The research findings were able to determine the various stressors among the college students and emerging adults in the society. The emerging adults aged between 18 and 29, more so the college student’s experiences stress. The stressors among the college students affect their social, spiritual and even their academic lives. One of the main stressors among the emerging adults is relationships (Baghurst & Kelley, 2014). Relationships contribute to higher levels of stress faced by the college students in this age bracket. It is because most the individuals are always trying to establish good relationships which a major challenge.
Finances is also a major stressor because most people between the age of 18 and 29 do not have a stable income and thus, they struggle with their finances. The college students will face a major hurdle in getting money, more so from their parents and relatives to fund their luxuries. Time management also leads to higher level of stress among the emerging adults. For example, college students are expected to work on numerous assignments which require effective time management. The findings also determine other factors such as illnesses and family needs and challenges are among other stressors among the college students.
The stressors have both positive and negative impacts on the academic success and life of the college students. For example, the lack of adequate finances makes it difficult for the college students to concentrate in lectures and thus, it leads to poor academic performance. However, the challenges might motivate the college students and emerging adults to put more efforts in overcoming the stressful situations shortly. Baghurst and Kelley (2014) argues that these stressors make the students live unfulfilled lives and may result in dangerous ways of seeking fulfillment. For instance, stealing has been observed in the halls of residence due to lack of resources to some students.
Diversity Impacts on the Findings
The research methods and findings were significantly affected by the diversity in the society including the differences in race, age, ethnic background, culture, gender, and sexual orientation among others. For example, the level of financial stress varies depending on the economic status of the families of the students. The differences in age also influence determine how an individual would be stressed by relationships. For example, a 29-year-old experiences a high level of stress in a relationship because they are close to settling down in life compared to a 21-year-old. Besides, the differences in sexual orientation and gender determine the stress levels in a relationship. Other issues of disability and social-economic status differences create inequality which leads to varied levels of stress among the college students and the emerging adults within the society.
For colleges to reduce the growing number of students facing stress, it is important to understand the causes and the effects of stress on the students. Firstly, the introduction of counseling programs will assist students to deal with stress issues. Other resources such as government and school fee subsidies to the needy students might help their financial stress to improve their academic performance (Chao, 2012). The colleges and universities can also initiate programs that entail relieving stress among the students. It includes the introduction of leisure activity in the school curriculum. Family and friends can also assist students in dealing with their stress issues, but the students have a greater responsibility. The students should learn how to manage stress and avoid any potentially stressful situations (Chao, 2012). Once learners have managed to control stress, they are better placed to perform well in their academics or have good health.
Baghurst, T., & Kelley, B. C. (2014). An examination of stress in college students over the course of a semester. Health Promotion Practice, 15(3), 438-447.
Chao, R. C. L. (2012). Managing perceived stress among college students: The roles of social support and dysfunctional coping. Journal of College Counseling, 15(1), 5-21.