




































American International Journal of Education and Linguistics Research; Vol. 3, No. 1; 2020 

ISSN 2641-7987   E-ISSN 2641-7995 

Published by American Center of Science and Education, USA 

 

1 

 

 

Stress Factors and Sustainable Development among 

Undergraduates of Adekunle Ajasin University, Akungba-Akoko, 

Ondo State, Nigeria 
 

 

 

 Ojewola, Florence O.  PhD  

Department of Guidance and Counselling 

Adekunle Ajasin University, Akungba-Akoko, Ondo State, Nigeria 

E-mail: fojewola@yahoo.com 

 

 
Abstract 

Stress is a serious problem that students tend to contend with in the course of their academic pursuit. The study 

investigated stress factors and sustainable development among undergraduates of Adekunle Ajasin University, 

Akungba-Akoko. Descriptive research of the survey type design was adopted for this study. The population of the 
study consisted of all the students of Adekunle Ajasin University, Akungba-Akoko . Sample for the study was made 

up of 450 students selected through simple random sampling technique from the six faculties in the university. 

Questionnaire was used to collect data from respondents. One research question was raised and three hypotheses 

were tested at 0.05 alpha level. Data collected were analysed using descriptive and inferential statistics. The results 

revealed that there was a significant difference in the academic stress of undergraduates of AAUA. The Second 

hypothesis showed that there was a significant difference in the financial stress of undergraduates of AAUA. The 

third hypothesis also indicated that there was a significant difference in the psychosocial stress of undergraduates of 

AAUA. It was recommended that stress among the undergraduates should be handled through the help of 

counselors, financial assistance through the university work study. Adequate counseling should be made available to 

teach interpersonal skills and social adjustment programme should be made available for undergraduates. 

 
Keywords: Stress, Sustainable Development, Undergraduates, Academic Stress, Financial Stress, Psychosocial 

Stress. 

1. Introduction 

Stress is an essential component of everyday lives of the human beings. Man is confronted with a kind of stress or 

another. But the level of stress and the stressor among different people varies from one person to another. The mode 

of coping with it also varies from one person to another. From observation, it appears that certain level of stress are 

necessary for virtually everyone to cope with life challenges but when it seems excessive or going to the extreme, 

then it could be dangerous for human survival. According to Berstein, Penner, Clark-Stewart and Roy (2006) stress 
is basic to life, no matter how wealthy, powerful, attractive, or happy one might be. Students in their different 

institutions tend to contend with one level of stress or another. Exposure of an individual student to stress may make 

such students to see it as a stepping stone to greatness or challenges that could mar his/her development in life. 

Students in their different institutions are confronted with various categories of stressful conditions ranging from 

academic stress, financial, psychological and social stress. There are some students who had gone through these 

stressors and were able to cope successfully while some had given in to such stressors and developed depression and 

other health related challenges. 

 Stress is referred to as the body response to psychological perception of pressure. Stress can lead to 

hormonal changes and/or response in the body. Stress becomes life threatening or dangerous to the body, when it is 

prolonged or extended or unexpected (Samson-Akpan, John, Edet & Ella, 2017). Omoniyi (2013) defined stress as 

an organism’s total response to environmental demands and pressure. Stress is also a necessary and unavoidable 
concomitant of daily living because without some stress one may not be able to cope as a living creature. To be 

successful as an individual, a level of stress is virtually necessary with such challenge. One may be forced to do 

some extral things which ordinarily one may not be ready to  do under-relaxed mood. Devi and Mohan (2015) 

opined that stress is a mental as well as a physical phenomenon that occurs from cognitive appraisal of stimulation 

from individual interaction with the environment. Stress is said to be part and parcel of the human life (Kumar & 



www.acseusa.org/journal/index.php/aijelr          American International Journal of Education and Linguistics Research            Vol. 3, No. 1; 2020 

 

2 

 

 

Hegde, 2012,; Kumar & Bhumar, 2013). Akande Olowonirejuaro and Okwara-Kalu (2014) stated that stress is a 

normal part of life and that it can come from any situation or thought that can make one frustrated, angry or anxious.  

 For students who are undergraduates in the universities stress may be caused by failure in academics, 

sports, financial problems or relationship problems with close friends, lecture venues, lecture time-table, assignment, 

lecture hours and note-taking. Events that bring about stress are called stressors (Elias, Ping & Abdullahi, 

2011).According to Samson-Akpan, John, Edet and Ella (2017) college students are faced with many obstacles 
which they have to overcome for optimal performance. It is observed that there are some perceived stress in college 

students which sometimes takes the form of academic stress that involves multiple stressor the likes of academic 

demands which includes grades, paper assignments, physical health and health related issues and other self-imposed 

type of stressors (Pamela, 2009). Shamsuddin et al (2013) reported that there are high prevalence of stress anxiety 

and depression 27.09%, 47.1% and 27.1%. respectively in certain group of Turkish students. They also found that 

females were having high level of stress, anxiety and depression and it was attributed to biopsychosocial factors that 

included factors like social roles and physiological status. Taha, El-Shereef, Althobaiti and Algethami (2017) also 

observed an increasing stress among university students in the last few years and this, probably linked to many 

negative academics, emotional and health problems among university undergraduate students. The important 

academic stress faced by most students is attributed to fatigue while reading, poor study habits such as poor time 

management, sleeplessness while studying for examinations and course work which may eventually lead to poor 

academic performance. (Baldwin, Wikinson & Barkley 2009). 
 Poor finance could constitute another level of stress among university undergraduates. Students often need 

money to meet so many financial obligations while they are in the school. The payment of school fees is a necessity 

that students are confronted with per session or yearly. For instance, increase in the school fees most especially in 

Adekunle Ajasin University recently has made many students to abandon school while some are often in search of 

money for the better part of the semester. Hence, such students hardly have time to attend lectures and may probably 

be in the lecture room some few days to the commencement of examinations. Parents and guardians who are 

supposed to be of great assistance to these students financially may not be able to do so due to the fact that they are 

also handicapped financially and probably faced with other financial obligations/problems elsewhere. The increasing 

level of unemployment, retrenchment and non-payment of salaries is not making parent to discharge their 

responsibilities to their children and wards. This is becoming a very serious stressor to the students in the higher 

institutions. This is also supported by some studies that indicated that sex and socio-economic statues are the most 
important predictors of these disorders (Mirza & Jenkins, 2004) Samson-Akpan et al (2013) also asserted that 

parental low socio-economic status could also contribute to depression, anxiety and stress among students. 

 Psychosocial is another important stressor that many university students tend to contend with while they are 

in school. The type of friend that a student relates or interacts with could either make an individual to be stable 

emotionally or destabilised. Some students that are properly brought up in terms of training and discipline in a good 

home may start to relate with wayward and troublesome students. This could be a great source of stress and distress 

for such students. Khamar and Kaur (2011) observed that students grappled with social, emotional, physical and 

family problems which may interfere with their academic performance. Some of these students get involved in 

relationship with the opposite sex that could become detrimental to their academic performance. Samson-Akpan et 

al (2013) vividly discussed the importance of social support in assisting students to cope with stress in the 

university. Fresh students coming  into the  university need this type of social support system to be able to cope with 

different stressors in their new environment. Social support is concerned with the actual care an individual received 
or assistance available from other people, and that one is part of a supportive social network (Samson-Akpan et al 

2013). Fair brother (2011) observed that social support is important for maintaining proper physical and mental 

health. It is noted that positive social support of high quality can build resilience to stress, help protect against 

developing traumatic induced disorders, such as post-traumatic stress disorder (PTSD) and reduce medical 

morbidity and mortality (Ozbay et al, 2007). Therefore, the issue of stress is very germane to the student’s 

academics and even overall success in life. Stress if not properly handled could become detrimental to the overall 

development of any university student. 

Sustainable development deals not only in terms of ecological, economic and social environment but also 

in terms of improving the quality of life of every human being (Di Fabio, 2017). Sustainable development is 

concerned with the primary prevention of the perspective that can foster well-being of individual to function 

effectively in their daily living. The United Nations was able to proposed 17 sustainable development goals which 
includes no poverty, no hunger, good health and wellbeing; quality education, gender equality; clean water; 

sanitation; affordable and clean energy decent work and economic growth; industry, innovation and infrastructural 

growth;  reduction in inequality, sustainable cities and communities, responsible consumption and production; 

climate action; life below water, life on land, peace, justice and strong institutions; partnerships to achieve goals 



www.acseusa.org/journal/index.php/aijelr          American International Journal of Education and Linguistics Research            Vol. 3, No. 1; 2020 

 

3 

 

 

(United Nations, 2017). Thus ,these goals underline the importance of increasing opportunities for progress and 

promoting the development of individuals, families and communities to ensure sustainable development and global 

growth. It is on this basis that the researcher tends to utilize this sustainable development goals principle in order to 

make use of different psychological approaches to assist the undergraduate students to reduce the incidence of stress 

among them. Hence, this study investigated stress factors and sustainable development among AAUA 

undergraduates of Akungba. 
 

2. Statement of Problem 

The students in the higher institutions are confronted on daily basis with one form of stress or another. These ranges 

from academic stress, social stress, and financial stress, religious and other psychological or emotional stress. There 

are some students who despite this stress are able to struggle and forge ahead in life whereas some may not able to 

cope but stumble under such stressful situation. Ability to manage stress is vital if students will emerge victorious at 

the end of the day academically. Stress is part of every human being the ability to cope is what distinguish one 

individual from another. Studentship is a phase, hence students should not see it as something that last forever, thus 

while they are in the school they must play their part well with all their power and strength to succeed and make it in 

life. 

Again, there are avoidable stresses which students often put on themselves. These often weigh them down 

and prevent them from being the best. For example a student that is not sound academic may refuse to prepare for 
his/her semester examination until the last minute. Such student may be putting himself/herself under unnecessary 

stress, which could be avoided if he/she has been consistent with his/her readings and preparation for examination. 

Therefore, students should try as much as possible to avoid every stressful situation that could hamper their 

academic progress. Thus, there is the need to assist students to go through their academic, psychosocial and financial 

life with less stress so that they can perform greatly and not become drop-out in life. 

 

3. Research Question: What is the mean of stress on the basis of gender among AAUA undergraduates? 

4. Research Hypotheses 

 There is no significant difference in the academic stress of undergraduates of AAUA. 

 There is no significance difference in the financial stress of undergraduates of AAUA. 

 There is no significant difference in the psychosocial stress of undergraduates of AAUA. 

 

5. Methodology 

This research is a descriptive research of the survey type designed to capture large sample size from the population 

to make generalization. 
 The population of the study consisted of all undergraduates of Adekunle Ajasin University, Akungba-

Akoko, Ondo State. The 450 sample used for the study was randomly selected from male and female students from 

the six faculties in the university. Simple random sampling technique was used to select the respondent for the 

study. 

 A questionnaire titled Stress Factors among Undergraduate Students Questionnaire (SFUSQ) was 

developed by the researcher from relevant literatures. The questionnaire has four sections A,B,C,D Section A 

consisted of demographic data on respondents such as age range, gender, and faculty. Section B,C, and D consisted 

of ten items each on factors responsible for academic stress, financial stress and psychosocial stress. 

 Experts opinion were consulted to ascertain the validity of the instrument. Test-retest method was used to 

find the reliability of the instrument. The data collected through the use of Test-retest approach were analysed using 

Pearson Product Moment Correlation for each of the section of the questionnaire and the reliability coefficient were 
found to be 0.70, 0.68 and 0.67 respectively. 

 The service of research assistants were employed to help in administering the instrument to 450 

respondents in Adekunle Ajasin University. The research assistants and students were thoroughly intimated with the 

purpose of the study. The questionnaire was distributed to the respondents by hand and retrieved immediately after 

the completion for the purpose of data analysis. 

 

 

 



www.acseusa.org/journal/index.php/aijelr          American International Journal of Education and Linguistics Research            Vol. 3, No. 1; 2020 

 

4 

 

 

6. Results: Research Question:  

1. What is the mean of stress on the basis of gender among AAUA undergraduates 

Table 1: Stress factors on the basis of gender. 

Stress Factors Gender N Mean S D 

Academic Stress 

 

Financial Stress 

 

Psychosocial Stress 

Male 

Female 

Male  

Female 

Male 

Female 

233 

217 

233 

217 

233 

217 

22.61 

21.94 

23.67 

21.13 

24.46 

24.12 

5.55 

5.08 

6.83 

6.52 

5.01 

4.54 

   The result in table 1 indicated the various stress factors on the students on the basis of gender. The factor of 

academic stress indicated that the males had higher stress of 22.61 for mean score with Standard Deviation of 5.55 

while the females had a lower mean of 21.94 and Standard Deviation of 5.08. This indicated that the male students 

had greater stress when it comes to the issue of their academics. The result of financial stress indicated that the male 

students had the mean score of 23.67 and Standard Deviation of 6.83 which was higher than the female students 

with 21.13 for the mean score with Standard Deviation of 6.52. This was lower than the scores for the males. Thus it 

also indicated that the male students scored higher than the females in financial stress. In psychosocial stress the 

males had the mean score of 24.46 with the Standard Deviation of 5.01 while the female students scored lower than 

the male students with the mean score of 24.12 and Standard Deviation of 4.54. Thus, again the males tend to have 
higher mean score than the females which indicated that the males are experiencing greater stress in the 

psychosocial aspect of their lives. 

  H01 There is no significant difference in the academic stress of undergraduates of Adekunle Ajasin University. 

 In testing this hypothesis, the means and standard Deviation values of the date collected on factors of 

academic stress among AAUA students were subjected to chi-square analysis and tested at 0.05 alpha level. 

Table 2: Test of significant difference on academic stress of undergraduates of AAUA. 

Items  Response 

   VMT GT RT NT Total 

1 The movement from one lecture 

room to another is not often easy.  

F 260 119 52 19 450 

% 57.8 26.4 11.6 4.2 100.0 

2 It is not easy reading and preparing 

for examination. 

F 124 182 105 39 450 

% 27.6 40.4 23.3 8.7 100.0 

3 It is not easy attending lectures. F 123 125 135 67 450 

% 27.3 27.8 30.0 14.9 100.0 

4 Largeness of the class often make it F 174 146 85 45 450 



www.acseusa.org/journal/index.php/aijelr          American International Journal of Education and Linguistics Research            Vol. 3, No. 1; 2020 

 

5 

 

 

difficult to listen in the class  % 38.7 32.4 18.9 10.0 100.0 

5  I have difficult in coping with the 

different lecturing styles of the 

lecturers. 

F 111 170 114 55 450 

% 24.7 37.8 25.3 12.2 100.0 

6 It is not easy taking note during 

lectures. 

F 104 131 119 96 450 

% 23.1 29.1 26.4 21.3 100.0 

7 It is not easy getting reading 
materials to assist while reading. 

F 123 134 125 68 450 

% 27.3 29.8 27.8 15.1 100.0 

8 I always have problem with limited 

time during each semester. 

F 123 133 129 65 450 

% 27.3 29.6 28.7 14.4 100.0 

9 I have problem coping with many 

courses in each semester. 

F 110 122 143 95 450 

% 24.4 27.1 31.8 16.7 100.0 

10 I have problem of not passing my 
courses as I desired. 

F 109 116 123 102 450 

% 24.2 25.8 27.3 22.7 100.0 

Average Total  F 136 137 113 65 450 

 X2 308.26 

Chi Square  df 9 

 p <.05 

The result in table 2 showed that the calculated X2 was 308.26 more than the table value of 16.92. Thus, the result 
showed that there was significant difference in the academic stress of undergraduates of AAUA.  

H02: There is no significant difference in the financial stress of undergraduates of AAUA. 

To test this hypothesis the data collected on financial stress among AAUA students was subjected to chi-square 
analysis and tested at 0.05 alpha level. 

Table 3: Test of significant difference on financial stress among AAUA undergraduates  

Items  Response 

   VMT GT RT NT Total 

1 I  often have difficulty in 

the payment of my school 

fees 

F 144 160 90 56 450 

% 32.0 35.8 20.0 12.4 100.0 

2 I have difficulty in 
meeting my daily needs 

F 125 149 126 50 450 

% 37.8 33.1 28.0 11.1 100.0 

3 I do not have enough F 129 149 123 49 450 



www.acseusa.org/journal/index.php/aijelr          American International Journal of Education and Linguistics Research            Vol. 3, No. 1; 2020 

 

6 

 

 

money to buy my essential 

needs as a woman/young 

man. 

% 28.7 33.1 27.3 10.9 100.0 

4 I have no enough money 
to buy necessary reading 

materials 

F 157 160 83 50 450 

% 34.9 35.6 18.4 11.1 100.0 

5 I have no enough money 

to buy good dress and 

shirt. 

F 139 134 127 50 450 

% 30.9 29.8 28.2 11.1 100.0 

6 I do not have enough 
money to get good 

accommodation 

F 123 144 108 75 450 

% 27.3 32.0 24.0 16.7 100.0 

7 I must hustle as a student 

to survive in the school 

F 100 139 110 101 450 

% 22.2 30.9 24.4 22.4 100.0 

8 My financial constraint 

does not allow me to 

belong to the right social; 

group that I desired. 

F 117 158 85 90 450 

% 26.0 35.1 18.9 20.0 100.0 

9 My parents are not 

financially buoyant to 

meet my needs 

F 111 132 114 93 450 

% 24.7 29.3 25.3 20.7 100.0 

10 I often have to depend on 

my friends to survive 

financially. 

F 88 130 109 123 450 

% 19.6 28.9 24.2 27.3 100.0 

Average 

Total 

 F 123 145 108 74 450 

 X2 170.46 

Chi 

Square 

 Df 9 

 P <.05 

 

The result in table3 showed that the calculated X2 was 170.46 more than the table value of 16.92. Thus, the result 

showed that there was a significant difference in the financial stress among AAUA undergraduates. 

H03: There is no significant difference in the psychosocial stress of undergraduates of AAUA. 

Table 4: Test of significant difference on psychosocial stress of undergraduates of AAUA. 

Items  Response 

   VMT GT RT NT Total 

1 I am not stable emotional 

due to the level of stress 

that I go through as a 

F 102 108 133 107 450 

% 22.7 24.0 29.6 23.8 100.0 



www.acseusa.org/journal/index.php/aijelr          American International Journal of Education and Linguistics Research            Vol. 3, No. 1; 2020 

 

7 

 

 

student. 

2 I am very anxious about 

succeeding i n this 

university 

F 153 155 94 48 450 

% 34.0 34.4 20.9 10.7 100.0 

3 I am fearful about making 

it in life 

F 134 128 106 82 450 

% 29.8 28.4 23.6 18.2 100.0 

4 I enjoy good relationship 
with my friends on 

campus 

F 131 139 94 86 450 

% 29.1 30.9 20.9 19.1 100.0 

5 I do not relate with my 

schoolmates/classmates 

F 108 `135 113 94 450 

% 24.0 30.0 25.1 20.9 100.0 

6 I relate well with the 

people of the opposite sex 

here on campus 

F 100 153 109 88 450 

% 22.2 34.0 24.2 19.6 100.0 

7 I mingle well with my 

colleagues here on 

campus 

F 110 153 114 73 450 

% 24.4 34.0 25.3 16.2 100.0 

8 I am hostile with students 

here on campus 

F 76 143 138 93 450 

% 16.9 31.8 30.7 20.6 100.0 

9 I have plenty of time to 

relate and socialize with 
people 

F 74 117 147 112 450 

% 16.4 26.0 32.7 24.9 100.0 

10 I am not a social person F 76 119 136 119 450 

% 16.9 26.4 30.2 26.4 100.0 

Average 

Total 

 F 107 135 118 90 450 

 X2 154.71 

Chi 

Square 

 df 9 

 p <.05 

 

The result in table 4 showed that the calculate X2 was 154.71 more than the table value of 16.92. Thus, the result 

showed that there was a significant difference in the psychosocial stress among AAUA undergraduates. 

7. Discussion 
The first hypothesis indicated that significance difference existed in academic stress among the students of AAUA. 

This showed that the students often experience stress in their academics. This result supported the assertion of Elias, 

Ping & Abdullahi (2011) that undergraduate students in the universities may experience stress due to failures in 

academics, sports, financial problems or relationship problems with close friends. Samson-Akpan, John, Edet and 

Ella (2017) observed that college students are faced with many obstacles which they have to overcome for optimal 



www.acseusa.org/journal/index.php/aijelr          American International Journal of Education and Linguistics Research            Vol. 3, No. 1; 2020 

 

8 

 

 

performance. The result of this finding also lend credence to the findings of Pamela (2009) that there are some 

perceived stress seen in college students which sometimes takes the form of academic stress that involves multiple 

stressor the likes of academic demands which includes, paper assignments, physical, health and health related issues 

and other self-imposed type of stressors. Shamsuddin et al (2013) equally noted that there are high prevalence of 

stress, anxiety and depression 27.09%, 47.1% and 27.1% respectively in certain group of Turkish students. Thus, 

stress especially academic stress is a common phenomenon among the students of Adekunle Ajasin University.  
 The second hypothesis also indicated that there was significant difference in financial stress of 

undergraduates of AAUA. That is all students are exposed to financial stress in the institution. The reality is very 

clear, since these students  need to spend money on daily basis for their everyday need. The students spend money 

on feeding, clothing, accommodation and school fees payment. Many of these students are the ones responsible for 

themselves with no parents to assist them with their financial obligations. Often times some of these students 

engaged themselves in business to sustain themselves in the school. This supported the findings of Samson-Akpan et 

al (2013) that parental’s low socio-economic status could also contribute to depression, anxiety and stress among 

students. Mirza and Jenkins (2004) also supported this finding that sex and socio-economic status are the most 

important predictors of these disorders. Whereas, Fisch (1996) did classified stressor into three main categories these 

are academic pressures, social issues and financial pressures. 

 The third hypothesis also indicated that there was significant difference in the psychosocial stress of 

undergraduates of AAUA. That is the undergraduate students of AAUA had psychosocial stress. This deals with the 
psychological, social interaction and emotional stability among the students. A student that is not stable and well-

adjusted emotionally may find it difficult to cope with his/her academic challenges. Thus, the emotional, 

psychological and social relationship of an individual can go a long way to establish the psychological and physical 

well-being of an individual students. Hence, this aspect of the student’s life must not be taken for granted. This is 

equally supported by the assertion of Karmar and kaur (2011) that student grapple with social emotional, physical 

and family problems which may interfere with their academic performance, Samson-Akpan et al (2013) were able to 

stress the importance of social support in assisting students to cope with stress in the university. Fairbrother (2011) 

suggested that social support is important for maintaining proper physical and mental health  

 

8. Conclusion 

Stress is a major problem that students in the university contend with on regular basis. But the attitude and the 
reaction of these students to this stressful situation will go a long way to assist these students positively. Everybody 

in life are confronted with one form of stress or another but their attitude and manner of management is what 

differentiate each individual. Students’ should try to develop positive attitude to every stressful situation that come 

their way. They should try to resolve the ones within their capacity and the ones that they may not be able to tackle 

should be left or a referral could be encouraged. 

 Academic stress can be avoided by adequately planning, attendance at lectures, doing assigned assignment, 

seeking for assistance when confronted with difficult topics before the commencement of examination. There should 

be adequate preparation through effective studying for examination. Question answering skills can be learnt by the 

students 

 Financial stress could be handled by the students when they learn to live within their means. Students 

should desist from the act of comparing themselves with other students. For students with serious financial 

challenges they must not pretend that all is well, but should go to the university work study office to register for 
assistance. Loans can be taken to assist such students. Thus, students with financial difficulties should come up for 

help and assistance. 

 For the students with psychosocial stress, assistance can be sought in their interpersonal relationship with 

others. This group of students could seek the assistance of professional counselors on how to develop good 

interpersonal relationship skills. Those with emotional and psychological instability could be assisted to become 

stable emotionally. There is no need for any students to be under any stress as long as they can visit the counsellors. 

 

9. Implication for Counselling and Sustainable Development 
The issue of stress is a global one that affect every human being, but the way that the individual manages it is what 

makes a difference. Whether, one likes it or not man goes through stress on daily basis. The mechanism which a 

person employs in managing it is what makes the difference. Some will see stressful situation as   something that 
they can handle and make something good out of. Whereas, some may become anxious and eventually develop 

depression and may not be able to get through such challenges. 

 Therefore, stress management should be inculcated into the university curriculum to reduce the incidence 

of crumbling under the weight of stressful situations. Many students had ended their lives due to one stress or 



www.acseusa.org/journal/index.php/aijelr          American International Journal of Education and Linguistics Research            Vol. 3, No. 1; 2020 

 

9 

 

 

another especially those related to academics. Some students have become cultists due to the negative influence of 

bad friends. Whereas, financial challenges have made students to company with bad guys which had lured some into 

wrong gangs or groups. Some students had to join the company of Yahoo boys just “to belong” to the “happening 

guys” on the campus. All these have resulted into untold hardship and challenges not only for the students but also 

for their parents. These students must be properly helped to cope and avoid every stressful situation in the course of 

their academic pursuit in the university. 

 Adequate Counselling must be provided to the students on stress management Counselling programmes 

that would be provided should include academic counselling, financial counselling and psychosocial 

counselling. All these programmes will help the undergraduates to be able to handle every stressful 

situation that may be confronting them. 

 Financial assistance should be provided for the indigent students so that they would be able to cope 

financially even while they are in school. Avenue should be provided to identify students that are having 

financial difficulties to register and be employed in the university work study programme. There should be 

adequate information made available for these students so that they would be properly informed about the 
various opportunities that are available for student that are financially handicapped. There are loans within 

the university system that the students could accessed. Thus, students must be aware of this privileges and 

should be able to take advantages of such. 

 Students with academic challenges must be able to seek for assistance from the intelligent and smart 

students to assist them to enhance their performance. 

 Seminars and lectures can be organized to assist students to cope and address all these stressors. 

 Academic seminars can be organized to help to improve students with poor academic performance 

 Financial seminars can also be organized to teach students on how to create and make wealth. 

 Interpersonal relationship programmes can be organized to teach good relationship among the students. 

 Many other necessary skills can be taught to enhance the overall development of these students. 

 Counselling clinic in the university should be more alive to its responsibilities in assisting these students to 
solve their everyday problems/challenges. More counselors should be employed and be made to do the 

work of assisting these undergraduates. 

 

References  

Akande, J.A.; Olowonirejuaro, A.O. & Okwara-Kalu, C.E. (2014). A study of level and sources of stress among 

secondary school students. Journal of Research and Method in Education. 4(5), 32-36. 

Baldwin D.A.; Wikinson, E.C. & Barkley, D.C (2009). Effective academic libraries Englewood: Libraries 

unlimited Inc. 

Berstein, D.A.; Penner, L.A.; Clark-Stewart, A. & Roy, E.J. (2006). Psychology (7th ed.)Boston: Houghton Mifflin. 

Devi, S.R. & Mohan, S. (2015). A study on stress and its effects on college students. International Journal of 

Scientific Engineering and Applied Science. (IJSEAS) 17, 210-217. 

Di-Fabio, A. (2017). Psycology of sustainiability and sustainable development for well being in organization. Front 
psychology 8:1534. 

Elias, H.; Ping, W.S. & Abdullahi, M.C. (2011). Stress and academic achievement among undergraduate students 

in University Putra, Malaysia. Procedia Social and Behavioural Science 29: 646-655. 

Fairbrother, N. (2011). Social support. Issues of Vision Journal 6 (4), 7 

Fisch, N.M.A. (1996). Health students in college environment. Public Health Nursery, 104-111 

Kumar, G.J. & Hedge, S. (2012). Prevalence of depression and its associated factors using Beck Depression 

Inventory among students of a medical college in Karnataka Indian. J. Psychiatry 54(3) 223-226 

Kumar, S.& Bhukar,J.P. (2013). Stress level and coping strategies of college students Journal of Physical 

Education and Sports Management 4(1) 5-11. 

Macan, I.H.; Shahani, C.; Dipboye, R.L.; & Philips, A.P.T. (1990). College students time management correlation 

with academic performance and stress J.Educ. Psychology  
 82:760-768. 

Mirza, I. & Jekins, R. (2004). Risk factors Prevalence and treatment of anxiety and depression disorders in 

Pakistan. Systematic Review BMJ 328 (7443) : 794 

Omoniyi, M.B.I. (2013). Sources of workplace stressors among university lecturers in Southwest, Nigeria: 

Implication for counselling 1st Annual International Interdisciplinary conference, ALLC 24-25 

Ozbay. F.; Johnson. D.C; Dimoulas, E.; Morgan, C.A.; Charney, D. & Southwick, S. (2007). Social support and 

resilience to stress from neurobiology to clinical practice Psychiatry (Edgmont) 4 (5), 35-401     



www.acseusa.org/journal/index.php/aijelr          American International Journal of Education and Linguistics Research            Vol. 3, No. 1; 2020 

 

10 

 

 

Pamela, L. (2009). Prementral syndrome and academic stress in emerging adulthood women Available at 

http:/www.nursing garizona.edu (library/091) as cited by Ekpenyoug et al 2011 

Samson –Akpan, P.E.; John, M.E.; Edet, O.B. & Ella, R.E. (2017). Stress and coping strategies among 

undergraduate nursing students Calabar, Nigeria. IOSR Journal of Nursing and Health Science (IOSG-

JNHS) 6(3), 61-70. 

Shamar, N. & Kaur, A. (2011). Factors associated with stress among nursing students Nursing and Midwifery 
Research Journal 7 (1), 12-21. 

Shamsuddin, K.; Fadzil, F.; Salwina, W.; Ismail, W.; Shah, S.A.; Omar K.; Mohammed, N.A.; Jaffar, A.; Ismail, A. 

& Madadevan, R. (2013). Correlates of depression, anxiety and stress among Malaysia University students 

Asian Journal of Psychiatry 6, 318-323. 

Taha, A.A.; El-Shereef, E.A.A.; Althobaiti, W. & Algetham, M.M. (2017). Study of perceived stress among female 

students, Taif University, Saudi Arabia. American Journal of Public Health Research 5(3), 50-55 doi 

10.12691/ajphr -5-3-1 

United Nations. (2015). Sustainable development Goals available at 

http://www.un.org/sustainabledevelopment/sustainble-development-goals. (Google scholar)  

 

 

 

Copyrights  

Copyright for this article is retained by the author(s), with first publication rights granted to the journal. This is an 

open-access article distributed under the terms and conditions of the Creative Commons Attribution license 

(http://creativecommons.org/licenses/by/4.0/). 

 

 

 

http://www.un.org/sustainable

