Study of Academic Stress through Descriptive Phenomenological Analysis

Abstract

Present research highlights the characteristics, determinants, and preventive measures of academic stress which relate to various contextual and personal factors of students. To identify these factors, in-depth open-ended interviews of 63 PG students were conducted after asking three questions about characteristics, determinants, and preventive measures of academic stress. In-depth interviews were conducted in 11 groups of students (5-6 students in each group). Students were asked to discuss their conscious experiences about these questions e.g. what they think, feel, observe and suggest? They transcribed their experiences after consensus in their respective subgroup. Accordingly, responses of all groups were gathered and considered for analysis and interpretation. Descriptive phenomenological qualitative approach was used for interpretation. Firstly, all responses are arranged in order in view of their frequencies. Responses with highest frequencies are placed at the top of order which indicate the most considered characteristics and determinants, and suggested preventive measures. Here, pertinent characteristics are found anxiety, procrastination, loss of appetite, sleep disturbances, social isolation, fear of failure, lack of concentration, inferiority complex, low self-esteem and overthinking. Determinants are summarised in terms of expectations of family and society, peer and social pressure, poor academic facilities, social comparison, procrastination, lack of proper guidance, family environment, personality traits, and exam patterns. Relevant preventive measures are suggested in terms of proper guidance, favourable environment, yoga, meditation, exercise, support to mental health, sufficient academic resources, recreational activities, to provide the emotional support, health interaction between students and teachers, and inclusion of co-curricular activities. Findings of present study can be used for assessment and handling of academic stress. However, study is conducted on small sample and not included various other relevant factors which could influence the academic stress.