Stress in College students
College students all stress out about one situation/life generality or another. Some of these situations/life generalities are individuation, computer anxiety, ethnic and gender roles in student-athletes, and mathematics anxiety. There have been many studies looking at stress in college students. At one time or another, college students are forced to deal with a stressful situation. Stress, in this paper, is defined as "the level of discomfort felt in response to events perceived as overwhelming and harmful to one's well being" (Fraser & Tucker, 1997). Since there are so many stresses in college students' lives, this paper will be talking about only a few of them. Students with technophobia suffer from more than not knowing how to set your VCR clock or an aversion to using a computer. In its worse form, it can cause physical symptoms such as sweaty palms and headaches. In its lesser forms, it can make people uncomfortable, self-conscious, and inefficient when they encounter technology (DeLoughry, 1993). Another situation/life generality is individuation. Individuation is when an individual has achieved "a level of differentiation that allows him or her to f
The majority of differences in intellectual outcomes of African American students on predominantly Caucasian university campuses may be the result of perception and stress (Smallman & others, 1991). Not everyone uses computer and hand held games. What those people think will just go away is actually taking over our lives. The same study found that lower problem-solving ability results in higher stress levels. That group will not completely stop the problem (DeLoughry, 1993,). Technophobia Many college students suffer from technophobia. The emotionality component consists of nervousness, fear, and discomfort related to doing mathematics (Vance & others, 1994). There are many ways to prevent technophobia. Male and female student athletes may respond differently to comparable stressful life events. "Freshman student-athletes who were within a week of entering the university exhibited a state of positive mental health as compared with non-athletic peers" (Smallman & others 1991, p.
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