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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
Frequency Percent Valid Percent Cumulative
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
Frequency Percent Valid Percent Cumulative
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
Frequency Percent Valid Percent Cumulative
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
Frequency Percent Valid Percent Cumulative
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
Frequency Percent Valid Percent Cumulative
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
Frequency Percent Valid Percent Cumulative
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
Frequency Percent Valid Percent Cumulative
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
Frequency Percent Valid Percent Cumulative
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
Frequency Percent Valid Percent Cumulative
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
Frequency Percent Valid Percent Cumulative
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
Reliability Statistics
Cronbach's
Alpha
Cronbach's Alpha
Based on
Standardized
Items
N of Items
.566 .550 9
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Item Statistics
Mean Std. Deviation N
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
Reliability Statistics
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
Reliability Statistics
Cronbach's
Alpha
Cronbach's Alpha
Based on
Standardized
Items
N of Items
.510 .514 5
Item Statistics
Mean Std. Deviation N
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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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.
Intrapersonal Factor
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%.
Interpersonal Factor
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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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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
Intrapersonal Factor
55% of Sleeping habits 55%
25% of Change eating habits 25%
20% of Financial Difficulties 20%
Average Percentage of Items in
Intrapersonal Factor
55% of Sleeping habits
25% of Change eating habits
20% of Financial Difficulties
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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.
Average Percentage of Items in
Interpersonal Factor
29% of
Housemate/roommate
problem
36% of relationship problem
19% of of parents problem
16% of lecturer problem
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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.
Average Percentage of Items in
Academic factor
48% of assingments based
52% of examination based
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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.
Average Percentage of Items in
Environmental factor
55% of Campus based
45% of living cindition
based
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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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6.0 TIME FRAME
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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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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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Training and Development Perspective, Ind. And Commer. Train. 32(4), pp. 120 -
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Garrett, J.B. (2001). Gender differences in college related stress. Undergraduate
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DZurilla, T.J., & Sheedy, C.F. (1991). Relation between social problem solving ability
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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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