1 sources of stress among uitm kbm students

8/10/2019 1 Sources of Stress Among Uitm Kbm Students

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SOURCES OF STRESS AMONG UITM KBM STUDENTS

ABSTRACT

There are many challenges when become a student. It could be because of excess

responsibility, adjusting with existing surrounding, adjustment with new friends, worries

about academic achievements, or perhaps thinking about the future. The purpose of this

study was to identify the sources of stress among students of MARA Technological

University (UiTM) Melaka City Campus (KBM) and finding the correlation between

independent and dependent variable. Methods: It was an exploratory research using

quantitative design. The Cross-sectional study has been conducted from 21 Nov 2014

among UiTM KBM students. The population is 3442 students and the respondents were 346

surveys by referring to Krejcie and Morgan table. Data has been collected using set of

questionnaire. Convenient sampling technique was used. The data has been analyzed by

determining their corresponding frequency, Pearsons correlation coefficient, percentage and

weighted mean. Cronbachs Alpha was used to indicate how well the items in a set are

positively correlated to one another and factorial validity was used in this study by submitting

the data for factor analysis. There are 4 independents variables that lead to stress which

consists of interpersonal stress, intrapersonal stress, academic stress, and environmental

stress while the dependent variable is stress. As for the conclusion, the future result of this

study gave general impression indicated to the UiTM KBM students on which sources that

lead to stress and the correlations between the sources and the stress. By finding the

correlation between sources and the stress, there is potential in overcoming difficulties in the

students daily live. In addition, the future findings perhaps would require intervention whether

to minimize or remove if further research is carried out.


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INTRODUCTION

1.0 Introduction

Over the past decades, stress has become one of an important topic in university as well as

in our university. It is a term that can be linked to life situations that people are confronted

with due to lifestyles, career patterns, rapidly changing values and also family role

expectations. Rees and Redfern mentioned that many scholars of behavioural science

disciplines have carried out extensive research on stress and concluded that the topics are

needed more attention from time to time (Ibrahim, N.F. and Bohari, A.M., 2012). The rapid

change in the lives as university students, some of which are adolescents and particular

challenges associated with education at this level may expose them to stress. Garret stated

that stress is a common element in the life of every individual, regardless of race or cultural

background (Amponsah M., Owolabi H.O., 2011). Stress can lead to various effects and

causes from various factors. The stress is felt among university students and of course

academic pressure can lead to the development of unhealthy habits. DZurilla & Sheedy

mentioned that college students, especially freshmen are a group particularly prone to stress

as cited by Ross S.E. etc (1999). They need to maintain a high level of achievement and

adjust social environment. Stress is a complex, and dynamic process of interaction between

a person and his or her life. It is a war that one reacts mentally, physically and emotionally.

Students usually related with the stress that can affect their daily life. There are various

sources of stress which lead to stress such as interpersonal stress, intrapersonal stress,

academic stress and environmental stress as in Ross S.E. etc (1999). This research will be

conducted specifically in UiTM Kampus Bandaraya Melaka and will be focusing on finding

the sources of stress and the correlations between each independent variable and the

stress.


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1.1 Problem Statement

Students usually related with the stress that can affect their daily life especially in their

routine activities. Studying which not only requires students to score academically, but also

in terms of interactions and their social values. Sometimes, students themselves are not

realizing that they are actually in stress condition. Thus, we come out with the problem

statement of what are the sources of stress among students on MARA Technological

University (UiTM) Melaka City Campus (KBM).

1.2 Research Questions

1) What are the sources of stress among UiTM KBM students?

2) Is there any correlation between the sources and the stress?

3) Which stressor contributes the highest percentage towards stress among UiTM KBM

students?

1.3 Research Objectives

1) To identify the sources of stressors of students

2) To study the correlation between interpersonal sources and stress

3) To find out the correlation between intrapersonal sources and stress

4) To investigate the correlation between academic sources and stress

5) To understand the correlation between environmental sources and stress

6) To determine which stressor contributes the highest percentage towards stress

among UiTM KBM students


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LITERATURE REVIEW

2.0 Introduction

This chapter presents the overview of current literature in the frame of the presented

research problem. Each of the bodies of literature is discussed which is focus on the

specific nature of the relevant literatures that relates to this study.

A literature review is a step-by-step process that involves the identification of

published and unpublished work from secondary data sources on the topic interest,

the evaluation of this work in relation to the problem and the documentation of this

work (Sekaran & Bougie, 2013, p.50). Therefore, in this study, each independent

variables and a dependent variable will be reviewed on previous studies that are

related to this topic.

2.1 Review of literature

2.1.1 Stress

Stress is defined as a response to a demand that is placed upon you, stated in the

Stress Management study conducted by Academic Skills Center of California

Polytechnic State University. Vivek et al. (2013) mentioned that eustress, literally

translated as good stress, is a positive form of stress that motivates an individual to

continue working, while distress, or bad stress, is the point at which the good stress

becomes too much to bear or cope with. Everyone could experience stress including

college students. College or university students need to adapt the new environment

and maintaining a good academic achievement by being away from home. According

to Dusselier et al. (2005, cited in Amponsah and Owolabi, 2011, p.156), stress is part


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of a college students existence and has a profound impact on their ability to cope

with college life. Moreover, college students often deal with pressure related to

competition for good grades, relationships and future career choice. Greenberg

(2013) found, younger College student stressors include grades, course overload,

managing finances, making friends, love and breakups.

2.1.2 Interpersonal

According to Macmillan English Dictionary, interpersonal is defined as involving

relationships between people. Interpersonal skills are needed among university

students, in order to deliver good relationships between friends, classmates,

lecturers and other people in a society. However, it is very challenging to engage in a

good relationship between people. Based on the research of Sources of Stress

among College Student, Ross, Niebling & Heckert proved, 19% of stressor was

interpersonal. This skill is used to communicate and interact between people to enjoy

better social life. Sometimes, weak interpersonal skill will lead to conflict and

misunderstanding between students, which will cause pressure to them. Doing group

project with new team members, having friends with different interest and argument

with parents are examples of interpersonal stressor. According to Ross, Niebling &

Heckert (1999) interpersonal stressor consist of roommate conflict, work with people

you do not know, fight with boyfriend or girlfriend and trouble with parents.


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2.1.3 Intrapersonal

Based on Oxford Dictionaries, intrapersonal is taking place or existing within the

mind. Moreover, intrapersonal is something that occurs in individual. Intrapersonal is

related with one person`s values, emotions, and thoughts. As a student, there could

be various problems that could affect one self and these problems may arise from his

or her responsibilities, habits, family members and friends. For instance, change in

sleeping habits, new responsibilities, or change in eating habits. Pressure in a

student will be experienced when uncontrolled changes took place in one self. This

situation could lead to stress in a student. Ross, Niebling & Heckert (1999) proved in

a research of `Sources of stress among College Students` that intrapersonal stressor

contributes the highest percentage, which is 38%. Hence, intraperso-nal is a factor

that could lead to stress among university or college students.

2.1.4 Academic

Macmillan English Dictionary defined academic is something relation to education,

especially education in colleges and universities. Academic activities of college or

university students are assignments, project papers, presentations, tests, quizzes

and final examinations. Students will undergo academic pressure such as need for

perfection, competition and tough assignments during completing the academic

activities. This situation occurs due to high effort contributions for great

performances. According to a Study on Stress Management Among College

Students by Mathew (2014), academic factors that could lead to stress are

competition for postgraduates seats,changes in method of study, unpredictability of

examinations and too many tests/examinations. Moreover, Ross, Niebling & Heckert

(1999) proved in a research of `Sources of stress among College Students` that


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academic stressor contributes as much as 15%. It is very clear that academic

activities could influence students to experience stress.

2.1.5 Environmental

Based on Macmillan English Dictionary, the definition of environmental is relating to

the natural world and the effect that human activity has on it. Furthermore, the scope

of environmental that could lead to stress among college or university students are

college environment, home environment, hostel environment, classroom environment

and internship environment. The examples of environmental stressor for college

students are vacations/breaks, waiting in long line, computer problems, placed in

unfamiliar situation, messy living condition and others, proved by Ross, Niebling &

Heckert (1999). The changes in the environment or unfamiliar environment of a

student could lead to high pressure due to low level of adaptability. Hence, students

will experience stress due to environmental factor. Ross, Niebling & Heckert (1999)

able to show that environmental is one of main stressor for college students.


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THEORETICAL FRAMEWORK

3.0 Theoretical Framework

A theoretical framework consists of concepts, variables, definitions, and existing theories

that are used by researcher for particular study. The selection of variables in a research

must have the attributes which can be measured and it is vital when creating and developing

a questionnaire. Theoretical framework must demonstrate an understanding of theories and

concepts that are relevant to the topic of research paper.

3.1 Interpersonal sources

Intrapersonal sources that can cause stress in college include trouble with parents, fight with

boyfriend or girlfriend and conflict with roommate. These factors can totally give impact on

someones emotional condition and act as distractions for them. For example, having a

Independent VariablesDependent

Variable

Stress

-Interpersonal

sources

-Intrapersonal

sources

-Academic sources

-Environmental

sources


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family conflict particularly with parents will result in depression for students. Rader (2006)

stated that parents with expectations set too high can cause a great deal of stress. If a child

feels like he is not measuring up to their parents standards, it can lead to negative self

feelings within the child. Children absorb parents stress and anxieties and then worry. If one

member of the family is upset, everyone feels it. In addition, having an issue with your lover

too, will result in stress. When your loved one gets upset, you will probably find that you get

upset, too. Sharing another person's pain is stressful, but it is part of caring for someone

deeply. If your partner becomes distressed, angry or frustrated, you are likely to experience

similar feelings. (Burgess, n.d.)

3.2 Intrapersonal sources

Intrapersonal sources such as having financial problems, change in sleeping habits and

death of family member could result in emotional disturbances among students which could

lead to stress. People experiencing financial stress can be more likely to numb their anxiety

by drinking, smoking, overeating and practicing other unhealthy coping behaviors. This in

turn leads to more stress. With less money in the budget, people who are already under

financial stress tend to cut corners in areas like health care to pay for basic necessities like

food. Small problems can go unchecked and turn into larger problems. This also leads to

more stress. (Scott, n.d.)

3.3 Academic sources

Doing too much work at a time will also lead to stress. Students may have to finish several

assignments or homework at a given deadline. Besides that, they are not only burdened by

assignments but also other things such as working overtime and participating in curricular

activities. This will put pressure on them and hence will disturb their eating and sleeping

pattern. Steve (2013) mentioned that a study by a group of Australian researchers found the

average scores of relating to students academic performances against the amount of


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homework dished out at the end of the school day, showed clearly that when more time was

spent on homework students were getting lower scores. The research clearly suggested that

placing too much homework can cause lower grades and even lead pupils to begin suffering

from depression.

3.4 Environmental sources

Environmental sources including messy living conditions, divorce between parents and

change in living environment could lead to stress among students. When the environment is

unhealthy, students will find it hard to give full concentration in their studies which will result

in mental depression. Painful experiences such as the death of a loved one, divorce, a

medical illness, or losing everything in a natural disaster may be so impactful as to trigger

clinical depression. Events like these take away a sense of control and cause great

emotional upheaval. (Environmental causes of depression, 2014)

3.5 Hypotheses

All four independent variables ; interpersonal sources, intrapersonal sources, academic

sources and environmental sources will be tested to prove their relationships with stress.

This study will test these following hypotheses. Null hypotheses will be accepted if there is

no relationship between the independent and dependent variables :

H1: There is a significant correlation between interpersonal sources and stress.

H0: There is no significant relationship between interpersonal sources and stress.

HA: There is a significant correlation between interpersonal sources and stress.


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H2: There is a significant correlation between intrapersonal sources and stress.

H0: There is no significant relationship between intrapersonal sources and stress.

HA: There is a significant correlation between intrapersonal sources and stress.

H3: There is a significant correlation between academic sources and stress.

H0 : There is no significant relationship between academic sources and stress.

HA: There is a significant correlation between academic sources and stress .

H4: There is a significant correlation between environmental sources and stress.

H0: There is no significant relationship between environmental sources and stress.

HA: There is a significant correlation between environmental sources and stress.


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4.0 METHODOLOGY

Introduction

This chapter is focused on the approach of the study. In this chapter, there will be discussion

on research design, data and information collection methods, the design of the

questionnaire, sampling design and so forth. On the other hand, the methods of data

analysis which consists of factor analysis, reliability test, descriptive statistics, mean aid on

development of hypotheses for this study.

Research Design

The next step is to design the research in such way that requisite data can be gathered and

analyzed to arrive at a solution for the problem that catalyzed the research project. A

research design is a blueprint for the collection, measurement, and analysis of data, based

on the research questions of the study. (Sekaran & Bougie, 2013, p.95).

Quantitative Design

Quantitative research has been applied based on the nature of study to gather a

representative data from the targeted respondents. To better understand the relationship

between academic stress and a healthy behavior of Universiti Teknologi Mara (UiTM)

Kampus Bandaraya Melaka students. The advantage of using quantitative research is that it

produces reliable data.


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Exploratory Research

Exploratory research is undertaken when not much is known about the situation at hand, or

no information is available on how similar problems or research have been solved in the past

(Sekaran & Bougie, 2013, p.95). Extensive preliminary work needs to be done to understand

what is occurring, assess the magnitude of the problem, and/or gain familiarity with the

phenomena in the in the situation.


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Data Collection Methods

In this study, data was gathered through primary data.

1. Primary Data

The primary data that has been used is questionnaire survey of paper. While distributing the

questionnaire, the researcher got cooperation and clarification from the respondents.

Besides that, primary data refer as firsthand information or data obtained originally by the

researcher on the variables of interest for the specific purpose of the study (Sekaran &

Bougie, 2013, p.113). The questionnaires were distributed to the respondents whom their

respond and answers may differentiate on specific issues regarding to the topic.

Questionnaires can be efficient data collection mechanism of what and how to measure the

selected variables. Those questionnaires were administered personally to the respondents.

2. Sampling Design

According to Sekaran & Bougie, (2013, p.240), the process of selecting the right individuals,

objects, or events as representative for the entire population is known as sampling.

Sampling is the process of selecting a sufficient number of the right elements from the

population, so that a study of the sample and an understanding of its properties or

characteristics make it possible for researchers to generalize such properties or

characteristics to the population elements (Sekaran & Bougie, 2013, p.244). There are five

major steps in sampling, which are define the population, determine the sample frame,

determine the sampling design, determine the appropriate size, and execute the sampling

process.


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Defining the population

Target population is the group of people where researcher is interested in analyzing to get

relevant information for research purpose. The population refers to the entire group of

people, events, or things of interest that the researcher wishes to investigate. (Sekaran &

Bougie, 2013, p.240). The population for our research is 3442 students. The information

was provided by Students Academic Affairs (HEA) of UiTM KBM.

Determining the sample frame

According to Sekaran & Bougie, (2013, p.245), the sampling frame is a (physical)

representation of all elements in the population from which the sample drawn. In this study,

the sampling frame was the Universiti Teknologi Mara (UiTM) Kampus Bandaraya Melaka

students. In fact, the sampling location for the survey was Universiti Teknologi Mara (UiTM)

Kampus Bandaraya Melaka. The university is located at Kampus Bandaraya Melaka,

Universiti Teknologi Mara, 110 Off Jalan Hang Tuah 75300 Melaka Bandaraya Bersejarah.

Determining the sampling design

The respondents in this study referred to Universiti Teknologi Mara (UiTM) Kampus

Bandaraya Melaka. Total of 3442 populations range from 22 to 26 years old were selected

for this study. The reason to choose these sampling elements are because they are the main

subject in this research since the research topic is about the sources of stress among

students of Universiti Teknologi MARA (UiTM) Kampus Bandaraya Melaka students.


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Sampling Technique

In this study, convenient sampling technique was selected. Convenient sampling is most

often used during the exploratory phase of a research project and is perhaps the best way of

getting some information quickly and efficiently.

Then, researcher has drawn the sample. In this research, researchers selected 346

respondents to survey by referring to Krejcie and Morgan table.

Sampling size

Before distributing the real questionnaire to the selected respondents, we ensured the

respondents understand the questionnaires to avoid misunderstanding occur in the future.

We did a pre test and we also recorded time taken for the respondents to finish the

questionnaire. A total of 346 questionnaires were distributed and the questionnaires were

collected immediately. Only 330 questionnaires were returned to us. Israel (2009) clarified

that factors such as cost are critical in determining sample size. Thus, the study has only

conducted 346 questionnaires because of the limited budget and also problem of the time

constraint. Furthermore, the questionnaire design we used was adopted from other previous

questionnaires with related area of study. The questionnaire in general was designed to

measure the demographic factors of the respondents as well as all the four independent

variables.

3. Data Analysis

The data result of the study were analyzed by determining their corresponding frequency,

percentage and weighted mean.


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Frequency

The frequency is displayed in the form of pie chart and bar chart to represent the percentage

of the personal profiles of Universiti Teknologi Mara (UiTM) Kampus Bandaraya Melaka

students.

Correlation

In this study, the Pearson correlation coefficient was used for interval and ratio-scaled

variables. The Pearson correlation matrix indicates the direction, strength, and significance

of the bivariate relationships among all the variables that were measured at an interval or

ratio level. The correlation test we used in our study was to identify the correlation between

demographic factors and the independent variables. We did not use this method to study the

correlation between independent and dependent variables.

Reliability

The reliability of measure is established by testing for both consistency and stability.

Consistency indicates how well the items measuring a concept hang together as a set. In

this study, Cronbachs Alpha wasused to indicate how well the items in a set are positively

correlated to one another.


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Gender

Frequency Percent Valid Percent Cumulative

Percent

Valid

male 58 17.6 17.6 17.6

female 272 82.4 82.4 100.0

Total 330 100.0 100.0


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Age


Percent

Valid

18 4 1.2 1.2 1.2

20 28 8.5 8.5 9.7

21 91 27.6 27.6 37.3

22 178 53.9 53.9 91.2

23 22 6.7 6.7 97.9

24 7 2.1 2.1 100.0

Total 330 100.0 100.0


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Age


Percent

Valid

18 4 1.2 1.2 1.2

20 28 8.5 8.5 9.7

21 91 27.6 27.6 37.3

22 178 53.9 53.9 91.2

23 22 6.7 6.7 97.9

24 7 2.1 2.1 100.0

Total 330 100.0 100.0


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Program


Percent

Valid

International Business 63 19.1 19.1 19.1

Human Resources 93 28.2 28.2 47.3

Marketing 16 4.8 4.8 52.1

Finance 77 23.3 23.3 75.5

Insurance 4 1.2 1.2 76.7

Accounting 7 2.1 2.1 78.8

Tourism 32 9.7 9.7 88.5

Art & Design 16 4.8 4.8 93.3

Oficce System &

Management

22 6.7 6.7 100.0

Total 330 100.0 100.0


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Semester


Percent

Valid

1 7 2.1 2.1 2.1

2 21 6.4 6.4 8.5

3 81 24.5 24.5 33.0

4 49 14.8 14.8 47.9

5 150 45.5 45.5 93.3

6 22 6.7 6.7 100.0

Total 330 100.0 100.0


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Resident


Percent

Valid

College 38 11.5 11.5 11.5

Apartment Yayasan Melaka 172 52.1 52.1 63.6

Rented House 102 30.9 30.9 94.5

Staying with family 18 5.5 5.5 100.0

Total 330 100.0 100.0


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Home


Percent

Valid

Rural 44 13.3 13.3 13.3

Small Town 92 27.9 27.9 41.2

Suburban 76 23.0 23.0 64.2

Urban 118 35.8 35.8 100.0

Total 330 100.0 100.0


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Householdincome


Percent

Valid

Below RM900 29 8.8 8.8 8.8

RM1000-RM2000 86 26.1 26.1 34.8

RM2000-RM4000 84 25.5 25.5 60.3

RM4000-RM6000 69 20.9 20.9 81.2

RM6000-RM8000 18 5.5 5.5 86.7

RM 8000 AND ABOVE 44 13.3 13.3 100.0

Total 330 100.0 100.0


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ParentsStatus


Percent

Valid

Married 301 91.2 91.2 91.2

Divorced 29 8.8 8.8 100.0

Total 330 100.0 100.0


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Siblings


Percent

Valid

1 13 3.9 3.9 3.9

2 31 9.4 9.4 13.3

3 64 19.4 19.4 32.7

4 76 23.0 23.0 55.8

5 64 19.4 19.4 75.2

6 34 10.3 10.3 85.5

7 21 6.4 6.4 91.8

8 14 4.2 4.2 96.1

9 10 3.0 3.0 99.1

10 2 .6 .6 99.7

15 1 .3 .3 100.0

Total 330 100.0 100.0


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Health


Percent

Valid

Excellent 178 53.9 53.9 53.9

Good 145 43.9 43.9 97.9

Poor 7 2.1 2.1 100.0

Total 330 100.0 100.0

Students demographics are shown in the above graphical displays. A total of 330

respondents participated and completed the questionnaire. For gender distribution, 82.4% of

the respondents were female and only 17.6% were male which shows the dominant number

of female population in UiTM KBM. For age distribution, the age range of the respondents

were between 18 to 24 years old. Respondents with the age of 22 were the majority

accounting for 53.9% followed by 21 years old 27.6% and 20 years old 8.5%. Based on the


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program pie chart, 28.2% of the respondents were from Human Resource program followed

by Finance 23.3% and International Business 19.1%. The remaining percentage is the

distribution of all the remaining programs with insurance has the lowest percentage of 1.2%.

Based on the semester table, the highest percentage of respondents were semester 5

students 45.5% followed by semester 3 students 24.5% and semester 4, 14.8%. The lowest

percentage is semester 1 students with only 2.1%. Majority of the respondents stayed in

Apartment Yayasan Melaka with the percentage of 52.1. This is followed by rented house

with 30.9%. The remaining either stayed with their family or in college. The home table

represents the data in that tells the area in which the respondents were raised in. A total of

118 (35.8%) of the respondents were raised in urban area, followed by 27.9% from small

town , 23% from suburban area and 13.3% from rural area. This shows somewhat a

considerably equal distribution of the respondents. For the data on combined family annual

income, the highest percentage of the respondents answered between RM 1000-RM 2000

accounting for 26.1% , which is slightly higher than the respondents who answered RM

2000- RM 4000 with 25.5%. This shows that the mean household income of the

respondents parents falls between the range of RM 1000 and RM 4000. Based on the

parent status table, 91.2% of the respondents parents were married while the remaining

8.8% were divorced. The range of siblings of the respondents is between 1 to 15 siblings

with the highest percentage is 4 siblings with 23%. Lastly, majority of the respondents were

either in excellent or good health condition with a combined percentage of 97.9% while only

2.1% of the respondents were in poor health condition.

Reliability Statistics of Intrapersonal Factor

Reliability Statistics

Cronbach's

Alpha

Cronbach's Alpha

Based on

Standardized

Items

N of Items

.557 .454 20


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Item Statistics

Mean Std. Deviation N

Needalarmclock 1.08 .275 330

Snooze 1.23 .423 330

Tired 1.32 .467 330

Neednap 1.30 .478 330

Sleepinlecture 1.66 .523 330

Changeeatinghabit 3.47 .935 330

Eatjunkfood 3.03 1.174 330

Skipbreakfast 3.57 1.189 330

Skiplunch 2.46 1.119 330

Skipdinner 2.63 1.096 330

Eathealthy 3.04 .863 330Havefinancialplan 3.19 1.088 330

Notworriedunifee 2.98 1.100 330

studyloannotcoverlivingcost 3.02 1.203 330

parttimejobformoney 2.11 1.217 330

relyonparentsincome 2.95 1.218 330

Hadtostarve 2.47 1.186 330

abletojoinfacultyactivities 2.87 1.044 330

Joinfriendshangout 3.10 1.076 330

borrowmoneyfromfriends 2.22 1.155 330

Reliability Statistics of Interpersonal Factor


Cronbach's

Alpha

Cronbach's Alpha

Based on

Standardized

Items

N of Items

.566 .550 9


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Item Statistics


Argueroommate 2.43 1.141 330

Lovemakingfriends 3.84 .864 330

Hatebeingforcedtodosomethi

ng3.73 1.026 330

Inarelationship 3.09 1.487 330

Gforbfcheating 2.97 1.375 330

Communciationproblemwithp

arents2.35 1.272 330

Needtoaskopinionbeforemak

edecision3.15 .980 330

Botheredpeopletreatmediffer

ently

2.68 1.147 330

problemwithlectureres 2.33 1.267 330

Reliability Statistics for Academic Factor


Cronbach's

Alpha

Cronbach's Alpha

Based on

Standardized

Items

N of Items

.597 .606 7

Item StatisticsMean Std. Deviation N

Hvmanyassignments 4.32 .881 330

Obtainlowergradesthanexpec

ted3.31 1.090 330

aimforstraightA 4.11 .957 330

willstruggleonfinals 4.25 .860 330

challengingprojects 3.73 .993 330

shortdurationassg 3.31 1.037 330

notunderstandlecturer 2.81 1.023 330


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Reliability Statistics for Environmental Factor


Cronbach's

Alpha

Cronbach's Alpha

Based on

Standardized

Items

N of Items

.510 .514 5

Item Statistics


Newlifestyle 3.25 1.147 330

notsatisfiedwithclassroom 2.96 1.014 330

experiencedifflivingenv 3.42 1.053 330

Messyhouse 2.71 1.092 330

Dislikestairs 3.51 1.206 330

Cronbachs Alpha is a reliability coefficient that indicates how well the items in a set are

positively correlated to one another. It is computed in terms of the average intercorrelations

among the items measuring the concept. The closer Cronbachs alpha is to 1, the higher the

internal consistency reliability. For the intrapersonal factor reliability test, we can see that the

Cronbachs alpha is 0.557 which indicates that all the 20 items are positively correlated to

one another. The same case happens to interpersonal factor, academic factor and

environmental factor with Cronbachs alpha scores of 0.566, 0.597 and 0.510 respectively.

This indicates that the items in each set correlated with one another and we can conclude

that this measure is stable and consistent.


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FactorsNumber of Respondents Percentage Ranking

Average

%

Factor

avg.Ranking

Intrapersonal Factor

A) Sleeping Habits

74

45 2

Need alarm clock 303 92 1

Snooze 254 77 2

Tired 224 68 4

Need nap 232 70 3

Sleep in lecture 212 64 5

B) Change Eating Habits

34

Eat junk food 123 37 2

Skip breakfast 194 59 1

Skip lunch 58 18 4

Skip dinner 65 20 3

C)Financial Difficulties

27

Not worried university fee 115 35 2

Study loan not cover living cost 123 37 1

Part timr job for money 58 18 6

Rely on parents income 107 32 4

Borrow money from friends 47 14 7

Had to starve 67 20 5

Join friends hang out 115 35 2

Interpersonal Factor

30 4

A)Housemate/roommate

35

Argue roommate 58 18 4

Hate being forced to do something 208 63 1

Need to ask opinion before make

decision 118 36 2

Bothered people treat me differently 78 24 3

B) Relationship

43In a relationship 152 46 1

Girlfriend or boyfriend cheating 129 39 2

C)Parents22

Communication problem with parents 72 22 1

D)Lecturer19

Problem with lecturers 62 19 1

Academic Factor

66 1

A)Assingments

63Have many assingments 276 84 1

Challenging projects 209 63 2

Short duration assingments 135 41 3

B)Examinations

68Obtain lower grades than expected 143 43 3

Aim for straight A 246 75 2


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34

Will struggle on finals 279 85 1

Environmental Factor

37 3

A)Campus

40New lifestyle 139 42 2

Not satisfied with classroom 100 30 3

Dislike stairs 159 48 1

B)Living condition

34Experience different living

environment 161 49 1

Messy house 64 19 2

The percentage column indicates the percentage of respondents who answered either agree

or strongly agree in each item of the variables. The average percentage is computed by

summing up all the percentage in then divided with the number of items in a particular sub-

factor. To compute the factor average, all percentage of sub-factors were summed up and

divided with the number of sub-factors. Lastly, ranking were given to indicate the degree of

impact a factor has given on respondents stress. In our analysis, we consider percentage

above 50% as having high correlation with the dependent variable.


The table shows that in Intrapersonal factor, the change in sleeping habits gave the highest

impact on students stress with the average percentage of 74 with 92% agreed that they

need an alarm clock to wake up at an appropriate time. 77% said they hit the snooze button

during mornings. This indicates that students do not get sufficient amount of sleep due to the

change in sleeping habit thus will lead to stress. This is followed by change in eating habits

with the average percentage of 34%. 59% of the respondents said they usually skipped

breakfast. Lastly, financial difficulties shows only 27% in percentage. This tells us that most

UiTM KBM students do not consider financial difficulties as their source of stress. The factor

average percentage for intrapersonal is 45 which indicates that Intrapersonal factor does

give stress towards UiTM KBM students although it is not the major factor as the percentage

value is slightly below 50%.



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35

In interpersonal factor, the relationship sub-factor shows the highest average percentage of

43% which indicates that problems in a relationship does give an impact in term of stress

towards UiTM KBM students. This is followed by having problems with housemates or

classmates with 35%, problems with parents 22% and problems with lecturers 19%. The

factor average percentage for interpersonal is 30%. This indicates that interpersonal factor

has a correlation with stress although it is not the major factor of stress among UiTM KBM

students.

Academic Factor

The table shows that in academic factor, examinations based sub-factor has the highest

average percentage of 68%. This high percentage indicates that most UiTM KBM students

agree that examinations pressure really is one of the major sources of their stress. This is

followed by assignments based sub-factor with 63% average percentage. This also indicates

that pressure on finishing assignments, deadlines, and having many assignments are the

major sources of stress among UiTM KBM students. The factor average percentage for

academic is 66%. This indicates that academic factor is the source of stress among the

students and is the major factor among the other three.

Environmental Factor

In environmental factor, it shows that 40% of the respondents have problem with their

campus environment while 34% of them stated that their living condition is their factor of

stress. Overall, the factor average percentage is 37% for environmental which shows that

environmental factor does contribute to stress among the students although it is not the

major factor.


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36

From the result, we can say that all the four independent variables (intrapersonal,

interpersonal, academic and environmental) have significant correlations with the dependent

variable (stress). As for the contribution, the major contribution of stress among UiTM KBM

students is academic factor with the factor average of 66%, followed by intrapersonal factor

45%, environmental factor 37% and lastly interpersonal factor 30%. Assignments related

and examinations relates are arguably the major sources that contribute to stress among

UITM KBM students. We can also indicate that financial difficulties, problem with parents

and problem with lecturers are not really the important factors that contribute towards

students among the students. Therefore all hypotheses were accepted and null hypotheses

were rejected.

Items of Intrapersonal factor Average Percentage of Items in


55% of Sleeping habits 55%

25% of Change eating habits 25%

20% of Financial Difficulties 20%

Average Percentage of Items in


55% of Sleeping habits

25% of Change eating habits

20% of Financial Difficulties


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37

The pie chart above shows the intrapersonal factor which is one of the factors that lead to

stress. The highest average percentage of item in interpersonal factor is sleeping a habit

which is 55%. While the second highest is 25% which is the change eating habits followed

by financial difficulties (20%). Therefore, more students having problem in their sleeping

habits as compared to the change eating habits and financial difficulties.

Items of Interpersonal factor Average Percentage of Items on Interpersonal

Factor

29% of Housemate/roommate problem 29%

36% of relationship problem 36%

19% of parents problem 19%

16% of lecturer problem 16%

Based on the pie chart above, it indicates that the highest average percentage of items in

interpersonal factor is having relationship problem (36%). Then, it followed by housemate or

roommate problem (29%), parents problem (19%) and lecturer problem (16%). This shows

that the students most likely have relationship problem with their boyfriend and girlfriend.



29% of

Housemate/roommate

problem

36% of relationship problem

19% of of parents problem

16% of lecturer problem


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38

Average Percentage of Items in Academic factor

48% of assignments based problem 48%

52% of examination based problem 52%

The pie chart above illustrates the average percentage of items in academic factor. It shows

that examination and assignments based problem is almost equal contributed to the stress

for the academic factor. The examination based problem is 52% followed by assignments

based problem (48%). Furthermore, this indicates that assignments and examinations are

both important factor to the students that lead to stress.


Academic factor

48% of assingments based

52% of examination based


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39

Average Percentage of Items in Environmental

factor

55% of Campus based problem 55%

45% of living condition based

problem

45%

The pie chart above shows the average percentage of items in environmental factor. The

problem involving campus has highest average as compared to living condition based

problem with 55% and 45%. This shows that students have problem on their campus life and

also their living condition.


Environmental factor

55% of Campus based

45% of living cindition

based


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40

Based on the correlation table above, there is negative relationship between household

income and intrapersonal with -0.035. We can say that students with high household income

(from parents) dont have financial and eating problems. They have enough moneyfor their

expenditure. Then, there is also negative relationship between environmental factor and

hometown which is -0.60. Students that live in rural area do not have problem with the

campus environment and degree lifestyle. However, there are positive relations between

academic factor with interpersonal and environmental. These indicate that students are that

have problem with relationship either parents or friends, housemate, lecturers and degree

lifestyle with new environment have effect on academic factor.

Correlations

Resident Home Householdinco

me

intrapersonal Interpersonal Academic Environmental

esident

Pearson Correlation 1 .103 -.048 .061 .061 .035 -.084

Sig. (2-tailed) .062 .387 .267 .267 .528 .126

N 330 330 330 330 330 330 330

ome

Pearson Correlation .103 1 .256** .028 .028 .093 -.060

Sig. (2-tailed) .062 .000 .611 .611 .090 .280

N 330 330 330 330 330 330 330

ouseholdincome

Pearson Correlation -.048 .256** 1 -.035 -.035 .067 .064

Sig. (2-tailed) .387 .000 .524 .524 .225 .245

N 330 330 330 330 330 330 330

rapersonal

Pearson Correlation .061 .028 -.035 1 1.000** .316** .297**

Sig. (2-tailed) .267 .611 .524 .000 .000 .000

N 330 330 330 330 330 330 330

erpersonal

Pearson Correlation .061 .028 -.035 1.000** 1 .316

** .297

**

Sig. (2-tailed) .267 .611 .524 .000 .000 .000

N 330 330 330 330 330 330 330

cademic

Pearson Correlation .035 .093 .067 .316** .316

** 1 .363

**

Sig. (2-tailed) .528 .090 .225 .000 .000 .000

N 330 330 330 330 330 330 330

nvironmental

Pearson Correlation -.084 -.060 .064 .297** .297

** .363

** 1

Sig. (2-tailed) .126 .280 .245 .000 .000 .000

N 330 330 330 330 330 330 330

Correlation is significant at the 0.01 level (2-tailed).


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5.0 CONTRIBUTION OF RESEARCH

The purpose of this study is to provide data and information regarding the sources of stress

in MARA Technological University (UiTM) Melaka City Campus (KBM) that would help

university lecturers, counsellors, health educators, and personnel involved in student

wellness to target specific need areas more effectively on campuses across the country.

This research may contain the information that may be important to lecturers. They may use

this research as their reference to help them more understand about the types of stressors

of the students. Besides that, all the students as well as the counsellors would understand

what kind of stress that they and the students are dealing with. However, these sources of

stress also might be usable for the counsellors as the stress are not only occurs to students

but as well as to all human being including the lecturers and staff management. In addition, it

is expected to help in developing relevant services for those that may be experiencing the

stress.


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42

6.0 TIME FRAME


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43

7.0 BUDGET

NO PARTICULAR QUANTITY COST/UNIT

(RM)

TOTAL COST

(RM)

1 Stationery

Pen

Pencil

Liquid Paper

Text Liner

A4 Paper

Notebook

5

5

1

3

1

1

3.50

1.00

5.50

4.00

5.00

4.50

17.50

5.00

5.50

12.00

5.00

4.50

2 File 1 9.00 9.00

3 Printing

Books

Journal

Proposal

Binding 2 1.00

10.00

15.00

4.50

2.00

4 Photostat 100 0.10 10

5 Cyber Cafe 20 hours 2/hours 40

6 Transports

Car petrol/fuel 70 liters 2.30 161

7 Telephone 50

Total Cost 351


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44

8.0 CONCLUSION

As our research is mainly about finding the correlation between indicated stress factors and

stress and identifying which factor is the major contribution of stress, we can conclude that

all the four independent variables (intrapersonal factor, interpersonal factor, academic factor

and environmental factor) have significant correlations with the dependent variable (stress).

From our findings we found out that the highest contribution to stress among UiTM KBM

students is academic factor. This indicates that academic factors such as having many

assignments, pressure due to examinations, and chasing deadlines are the major

contributors of stress among UiTM KBM students. We can also conclude that among the

four factors, interpersonal factor is the least contributor of stress among the students. This

shows that students generally do not have much problem with other people such as with

parents and lecturers. However, considerably high percentage of respondents stated that

they do have problems in terms of relationship and with housemates and classmates. In

addition, various demographic factors such as parents combined income and are where the

students were raised in do affect the results of the findings. It was found out that a higher

household income will give the students less interpersonal problems such as financial

difficulties. Furthermore, students who were raised in urban area are unlikely to experience

environmental problems.

However, there are several limitations throughout the process of doing this research. First of

all, our sample is not equally distributed as the population of females highly exceeds the

population of males. Also the majority of our respondents were from part 5 students. This

problem might arise due to our sampling technique of convenient sampling. Our second

limitation is time constraint. Further research that will require the consumption of more time

should be taken to produce a far better result.


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9.0 REFERENCES

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127.

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Sakaran, U., & Bougie, R. (2013). Research Methods for Business. United Kingdom,

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Oxford Dictionaries : Language matters. (2014).

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Greenberg, J. S. (2013) Comprehensive Stress Management. New York, NY: Mc

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Ross, S.E., Niebling, B.C., & Heckert, T.M. (1999). Sources of Stress Among College

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Burgess, B. (n.d). Can Being in Love Be Stressful ?. from

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Available athttp://www.allaboutdepression.com/cau_04.html
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