article 2 Relationship between Academic Stress and Personal Wellness in Medical University Students Tahira Yousaf, Zarmina Kawal, Bushra Zainab, Humaira Nawaz, Aisha Ahsan, Laraib Shaheen, Momina Azam Bahria University, Karachi Campus. Received: 17 June 2019 Revised: 31 July 2019 Accepted for publication 6 August 2019 Correspondence: Dr. Tahira Yousaf, Consultant Clinical Psychologist/Hypnotherapist Institute of Professional Psychology Bahria University. Karachi Campus E-mail: tahiraysf@yahoo.com Abstract To explore the relationship of academic stress with personal wellness as well as academic stress as a predictor of personal wellness in medical university students. One seventy �ve under graduate students, i.e. sixty seven males and one hundred and eight females were selected through convenient sampling for the present study. �is study was conducted during February 2017 to July 2017 at Jinnah Medical & Dental College (JMDC) and Bahria University Medical & Dental College (BUMDC). Participants were assessed by using Lakaev Academic Stress Response Scale (Lakaev, 2009) and Five Factor Wellness Inventory Adult Form (Witmer & Sweeney, 2004). �e results found a signi�cant relationship between personal wellness in medical university students (p ≤ .001). �e �ndings indicated a moderate downhill (negative) relationship between academic stress and personal wellness as per the hypotheses statement. A slight deviation from the results has occurred which might be due to some extraneous variable. KEYWORDS: Academic stress, Personal wellbeing, Medical students. Introduction Nowadays, every person in this world is su�ering from cravings for achievement. Either it is job related, family related, social, economic or academics related stress. Among variety of variables producing negative e�ects on people’s health and wellness, stress is one of them as described by many today’s psychological researches. Researchers reported that it is prevailing vastly among the students of university level1. Academic stress creates a sense of stringent among not only students but also on parents. �is clench has been extending day by day on the life of students, due to the competitive environment. �is competitive environment is playing a chief role in creating academic stress among students. �e word academic stress has been characterized as the disturbance in psychical capabilities due to some pre-empt frustration which is the result of unable to succeed in academic life as well as their probability has the same consequence2. Without using any techniques to cope up with academic stress by students, it becomes very harmful and can result in serious physical as well as psychological health conditions including weakened immune system, insomnia, muscle pain, troubled social life, anxiety, troubled cognition and high blood3. Researcher suggested that stress as a consequence of academic demands count as the major irritating daily life stressors i.e. persistent pressure of studying, writing assignments, taking quizzes, planning for future and listening to the lecture instructor4. It is the nature of human being that either they take challenges boldly or escapes from it. All this diversi�ed from person to person. �erefore, it has been concluded that in individuals, those challenges that surpass the coping benchmark lead to stress. In this modern world of compete-till-death competition, the students are more prone towards career orientation and having a bright future. �ose students who somewhat fail to cope up with such circumstances or sometimes when they do not succeed to gratify their these needs then as a result this fail-to-cope-up situation causes stress and further causes depression and personal wellness. Furthermore, academic stress leads to the dissatisfying mental situation prevalence because of expectations in education from their family, instructors, etc. Academic Stress among adult students has researched on from a very long time. Researchers have pin pointed stressors, which are piles of assignments, competitions in academics, failures and poor relationships with other students5. �e consequences of stress on adults may a�ect adult development, physical health, and psychological well-being while it can be seen that minor or daily life stressors have recently in hold increased recognition in the life span of stress and illness6. �erefore, research has shown that quality of learning would negatively impact if there will be high academic stress7. Furthermore, this will even importantly impact physical and emotional wellness of the students8. Multi-researches have shown the level of distress is increasing rapidly like depression symptoms, suicidal thoughts on medical students, these e�ects is highly responsible of classroom performance and clinical practices. However, due to stress the student’s emotional problem, social and physical problem may in�uence the learning ability of students9. A recent research conducted on assessing the symptoms of stress and depression within medical university students and the �ndings prelude the immense increase in the amount of stress at average level of 5.51-6.49% till third year of university. �ere is a signi�cant increase in number of students, which are at high risk for experiencing symptoms of depression and there is an increased risk of experiencing perceived stress as well10. �e objective of the present study was to explore the relationship of academic stress with personal wellness as well as academic stress as a predictor of personal wellness in medical university students. Methodology �is study was conducted during February 2017 to July 2017 at Jinnah Medical & Dental College (JMDC) and Bahria University Medical & Dental College (BUMDC) located in the city of Karachi, Pakistan. For this observational study convenience sampling was done. Inclusion criteria included 3rd and 4th year medical students, free from any kind of psychiatric medication, not under any psychotherapy treatment. �e type of study that has used in this research is correlational research in order to gather information through questionnaires for analysing the relationship between two of the variables i.e. Academic Stress and Personal Wellness. Before taking written consent all participants were informed regarding the nature and protocol of the study with reassurance of con�dentiality of identity and personal information. In this study, 175 participants were considered consisting of 67 males and 108 females age ranged from 19-26 years. Participants were given consent form before the main questionnaires of the research. �e data has gathered by using two of the questionnaires according to the variables of study i.e. Lakaev Academic Stress Response Scale (LASRS) and Five Factor Wellness Inventory Adult Form, both of the instruments were self-administered inventories. Lakaev Academic Stress Response Scale (LASRS) is a 26-items scale that measures severity of academic stress from Nil to High. �e alpha coe�cient for 26 items were .874, suggesting that the items have relatively high internal consistency. Five Factor Wellness Inventory Adult Form is a 96-items questionnaire that measures a person’s holistic health and wellness and represents it from illness to wellness. Results Percentages & Frequencies of sample’s demographics (Year of study, Gender, Marital Status & Age) was analyzed by descriptive statistics. Moreover, for analyzing the relationship between variables i.e. Academic Stress and Personal Wellness, Pearson Correlation and Regression Analysis was calculated. Out of 175 participants 67 (38%) were males and 108 (61%) were females. Marital status as shown in (table I), there were 85.7% of the participant were unmarried, 10.9% were married and 3.4% were committed. �e demographic variable, Year of Study showed the frequency of participants from 2nd year (30.9%) and 3rd year (30.3%) was high as compared to 4th year (21.7%), 1st year (15.4) and 5th year (1.1%). Overall we recruited 105 patients and 92 consented to participate in the study with a response rate of 88%. �e age-range of participants was 18-26 from which majority from the range of 21-23 has participated in the study. Academic Stress had a signi�cant negative relationship with Personal Wellness. Pearson Correlation -0.539** indicating a moderate downhill (negative) relationship between academic stress and personal wellness, while overall results of the study suggest that around 29% of wellness correlates with academic stress (Table II). Coe�cient of Independent variable is showing that academic stress is a predictor of personal wellness personal. If academic stress increases, personal wellness will decrease by -0.539 standard deviation (Table III). Table 1: Frequencies and Percentages of Demographic Variables (N=175) Table 2: Relationship Between Academic Stress And Personal Wellness Among Medical Students (N=175) (p ≤ .001) Table 3: Academic Stress As A Predictor Of Personal Wellness In Medical Students (N=175) Discussion �e aim of the present study was to test whether there is a relationship between academic stress and individual health that is personal wellness among medical students, which was cleared in the results that academic stress can negative e�ect person’s wellness. Managing stress has been the best test for understudies everywhere throughout the world particularly the ones concentrate in �elds that require more consideration and request more investigation time. �e same was identi�ed that studies burden in academic years mostly leads to stress in students that e�ect their health as well as learning abilities11. �e idea of performing best in the exams its self is a stressful situation for the students of medical colleges and universities. And continues stress e�ect the students physical and emotional health12. It was further supported by di�erent studies that medical students have high work load in their academic years as they have to give more hours of their day to their studies which in return e�ect their quality of life. Approximately 50% of medical students in United States experience stress, 25% have depression, and many su�er from chronic anxiety 13,14. As Lazarus and Cohen study indicates that the environment of the individual become negative and unyielding, the weariness is regularly referred to as a stressor in the coming years, and numerous understudies envision they have the condition they are examining hypochondriacal wonder15. Another study suggested that the clinical years end up plainly normal and the fourth year is less unpleasant. Be that as it may, in the primary year of house work (the temporary job), fatigue, burnout and lack of sleep end up noticeably real stressors16. Absence of individual time keeps on focusing on them assist in their training years. Some level of Anxiety is helpful and at �rst important for self-awareness to happen, however now and again the measure of stress can overpower an understudy and in�uence their capacity to adapt. Concealment of feelings is not the sound way to deal with controlling feelings, it acts s moderate toxin and continues in�uencing emotional well-being time by time In face of stress, take diverse however sensible point of view and �gure out how to adapt to it by changing how you respond to it. Scholarly Stress can act naturally oversaw. Di�erent studies showed that stress management skills’ training has a good impact on the psychological well-being of people. �e same was also analyzed in di�erent studies as well17,18. Conclusion Academic stress e�ect the personal wellbeing in medical students. Our examination shows that students of medical colleges and universities are su�ering from emotional problems because of high level of academic stress. So must have the knowledge while entering and through the learning procedure can truly set the phase for their future results, so we would recommend that these developmental encounters and unpleasant learning issues can e�ect one's self-improvement and block in keeping up their own health. �e authors recommend for the teachers and parents to keep in mind the meaning and importance of academic stress that in�uence students’ personal wellness to better understand and evaluate students’ personal needs and values, in order to assist and help them through their personal growth and development. 51 © 2019 LMRJ Liaquat Medical Research Journal, 2019, 1, 3 Research article Introduction Nowadays, every person in this world is su�ering from cravings for achievement. Either it is job related, family related, social, economic or academics related stress. Among variety of variables producing negative e�ects on people’s health and wellness, stress is one of them as described by many today’s psychological researches. Researchers reported that it is prevailing vastly among the students of university level1. Academic stress creates a sense of stringent among not only students but also on parents. �is clench has been extending day by day on the life of students, due to the competitive environment. �is competitive environment is playing a chief role in creating academic stress among students. �e word academic stress has been characterized as the disturbance in psychical capabilities due to some pre-empt frustration which is the result of unable to succeed in academic life as well as their probability has the same consequence2. Without using any techniques to cope up with academic stress by students, it becomes very harmful and can result in serious physical as well as psychological health conditions including weakened immune system, insomnia, muscle pain, troubled social life, anxiety, troubled cognition and high blood3. Researcher suggested that stress as a consequence of academic demands count as the major irritating daily life stressors i.e. persistent pressure of studying, writing assignments, taking quizzes, planning for future and listening to the lecture instructor4. It is the nature of human being that either they take challenges boldly or escapes from it. All this diversi�ed from person to person. �erefore, it has been concluded that in individuals, those challenges that surpass the coping benchmark lead to stress. In this modern world of compete-till-death competition, the students are more prone towards career orientation and having a bright future. �ose students who somewhat fail to cope up with such circumstances or sometimes when they do not succeed to gratify their these needs then as a result this fail-to-cope-up situation causes stress and further causes depression and personal wellness. Furthermore, academic stress leads to the dissatisfying mental situation prevalence because of expectations in education from their family, instructors, etc. Academic Stress among adult students has researched on from a very long time. Researchers have pin pointed stressors, which are piles of assignments, competitions in academics, failures and poor relationships with other students5. �e consequences of stress on adults may a�ect adult development, physical health, and psychological well-being while it can be seen that minor or daily life stressors have recently in hold increased recognition in the life span of stress and illness6. �erefore, research has shown that quality of learning would negatively impact if there will be high academic stress7. Furthermore, this will even importantly impact physical and emotional wellness of the students8. Multi-researches have shown the level of distress is increasing rapidly like depression symptoms, suicidal thoughts on medical students, these e�ects is highly responsible of classroom performance and clinical practices. However, due to stress the student’s emotional problem, social and physical problem may in�uence the learning ability of students9. A recent research conducted on assessing the symptoms of stress and depression within medical university students and the �ndings prelude the immense increase in the amount of stress at average level of 5.51-6.49% till third year of university. �ere is a signi�cant increase in number of students, which are at high risk for experiencing symptoms of depression and there is an increased risk of experiencing perceived stress as well10. �e objective of the present study was to explore the relationship of academic stress with personal wellness as well as academic stress as a predictor of personal wellness in medical university students. Methodology �is study was conducted during February 2017 to July 2017 at Jinnah Medical & Dental College (JMDC) and Bahria University Medical & Dental College (BUMDC) located in the city of Karachi, Pakistan. For this observational study convenience sampling was done. Inclusion criteria included 3rd and 4th year medical students, free from any kind of psychiatric medication, not under any psychotherapy treatment. �e type of study that has used in this research is correlational research in order to gather information through questionnaires for analysing the relationship between two of the variables i.e. Academic Stress and Personal Wellness. Before taking written consent all participants were informed regarding the nature and protocol of the study with reassurance of con�dentiality of identity and personal information. In this study, 175 participants were considered consisting of 67 males and 108 females age ranged from 19-26 years. Participants were given consent form before the main questionnaires of the research. �e data has gathered by using two of the questionnaires according to the variables of study i.e. Lakaev Academic Stress Response Scale (LASRS) and Five Factor Wellness Inventory Adult Form, both of the instruments were self-administered inventories. Lakaev Academic Stress Response Scale (LASRS) is a 26-items scale that measures severity of academic stress from Nil to High. �e alpha coe�cient for 26 items were .874, suggesting that the items have relatively high internal consistency. Five Factor Wellness Inventory Adult Form is a 96-items questionnaire that measures a person’s holistic health and wellness and represents it from illness to wellness. Results Percentages & Frequencies of sample’s demographics (Year of study, Gender, Marital Status & Age) was analyzed by descriptive statistics. Moreover, for analyzing the relationship between variables i.e. Academic Stress and Personal Wellness, Pearson Correlation and Regression Analysis was calculated. Out of 175 participants 67 (38%) were males and 108 (61%) were females. Marital status as shown in (table I), there were 85.7% of the participant were unmarried, 10.9% were married and 3.4% were committed. �e demographic variable, Year of Study showed the frequency of participants from 2nd year (30.9%) and 3rd year (30.3%) was high as compared to 4th year (21.7%), 1st year (15.4) and 5th year (1.1%). Overall we recruited 105 patients and 92 consented to participate in the study with a response rate of 88%. �e age-range of participants was 18-26 from which majority from the range of 21-23 has participated in the study. Academic Stress had a signi�cant negative relationship with Personal Wellness. Pearson Correlation -0.539** indicating a moderate downhill (negative) relationship between academic stress and personal wellness, while overall results of the study suggest that around 29% of wellness correlates with academic stress (Table II). Coe�cient of Independent variable is showing that academic stress is a predictor of personal wellness personal. If academic stress increases, personal wellness will decrease by -0.539 standard deviation (Table III). Table 1: Frequencies and Percentages of Demographic Variables (N=175) Table 2: Relationship Between Academic Stress And Personal Wellness Among Medical Students (N=175) (p ≤ .001) Table 3: Academic Stress As A Predictor Of Personal Wellness In Medical Students (N=175) Discussion �e aim of the present study was to test whether there is a relationship between academic stress and individual health that is personal wellness among medical students, which was cleared in the results that academic stress can negative e�ect person’s wellness. Managing stress has been the best test for understudies everywhere throughout the world particularly the ones concentrate in �elds that require more consideration and request more investigation time. �e same was identi�ed that studies burden in academic years mostly leads to stress in students that e�ect their health as well as learning abilities11. �e idea of performing best in the exams its self is a stressful situation for the students of medical colleges and universities. And continues stress e�ect the students physical and emotional health12. It was further supported by di�erent studies that medical students have high work load in their academic years as they have to give more hours of their day to their studies which in return e�ect their quality of life. Approximately 50% of medical students in United States experience stress, 25% have depression, and many su�er from chronic anxiety 13,14. As Lazarus and Cohen study indicates that the environment of the individual become negative and unyielding, the weariness is regularly referred to as a stressor in the coming years, and numerous understudies envision they have the condition they are examining hypochondriacal wonder15. Another study suggested that the clinical years end up plainly normal and the fourth year is less unpleasant. Be that as it may, in the primary year of house work (the temporary job), fatigue, burnout and lack of sleep end up noticeably real stressors16. Absence of individual time keeps on focusing on them assist in their training years. Some level of Anxiety is helpful and at �rst important for self-awareness to happen, however now and again the measure of stress can overpower an understudy and in�uence their capacity to adapt. Concealment of feelings is not the sound way to deal with controlling feelings, it acts s moderate toxin and continues in�uencing emotional well-being time by time In face of stress, take diverse however sensible point of view and �gure out how to adapt to it by changing how you respond to it. Scholarly Stress can act naturally oversaw. Di�erent studies showed that stress management skills’ training has a good impact on the psychological well-being of people. �e same was also analyzed in di�erent studies as well17,18. Conclusion Academic stress e�ect the personal wellbeing in medical students. Our examination shows that students of medical colleges and universities are su�ering from emotional problems because of high level of academic stress. So must have the knowledge while entering and through the learning procedure can truly set the phase for their future results, so we would recommend that these developmental encounters and unpleasant learning issues can e�ect one's self-improvement and block in keeping up their own health. �e authors recommend for the teachers and parents to keep in mind the meaning and importance of academic stress that in�uence students’ personal wellness to better understand and evaluate students’ personal needs and values, in order to assist and help them through their personal growth and development. 52 © 2019 LMRJ Liaquat Medical Research Journal, 2019, 1, 3 Gender Male Female Total Marital Status Committed Married Single Total Year of Studies 1st Year 2nd Year 3rd Year 4th Year 5th Year Total 38.3% 61.7% 100.0% 3.5% 10.9% 85.7% 100.0% 15.4% 30.9% 30.3% 21.7% 1.1% 100.0% 67 108 175 6 19 150 175 27 54 53 38 2 175 Frequencies Percentages LMRJ Introduction Nowadays, every person in this world is su�ering from cravings for achievement. Either it is job related, family related, social, economic or academics related stress. Among variety of variables producing negative e�ects on people’s health and wellness, stress is one of them as described by many today’s psychological researches. Researchers reported that it is prevailing vastly among the students of university level1. Academic stress creates a sense of stringent among not only students but also on parents. �is clench has been extending day by day on the life of students, due to the competitive environment. �is competitive environment is playing a chief role in creating academic stress among students. �e word academic stress has been characterized as the disturbance in psychical capabilities due to some pre-empt frustration which is the result of unable to succeed in academic life as well as their probability has the same consequence2. Without using any techniques to cope up with academic stress by students, it becomes very harmful and can result in serious physical as well as psychological health conditions including weakened immune system, insomnia, muscle pain, troubled social life, anxiety, troubled cognition and high blood3. Researcher suggested that stress as a consequence of academic demands count as the major irritating daily life stressors i.e. persistent pressure of studying, writing assignments, taking quizzes, planning for future and listening to the lecture instructor4. It is the nature of human being that either they take challenges boldly or escapes from it. All this diversi�ed from person to person. �erefore, it has been concluded that in individuals, those challenges that surpass the coping benchmark lead to stress. In this modern world of compete-till-death competition, the students are more prone towards career orientation and having a bright future. �ose students who somewhat fail to cope up with such circumstances or sometimes when they do not succeed to gratify their these needs then as a result this fail-to-cope-up situation causes stress and further causes depression and personal wellness. Furthermore, academic stress leads to the dissatisfying mental situation prevalence because of expectations in education from their family, instructors, etc. Academic Stress among adult students has researched on from a very long time. Researchers have pin pointed stressors, which are piles of assignments, competitions in academics, failures and poor relationships with other students5. �e consequences of stress on adults may a�ect adult development, physical health, and psychological well-being while it can be seen that minor or daily life stressors have recently in hold increased recognition in the life span of stress and illness6. �erefore, research has shown that quality of learning would negatively impact if there will be high academic stress7. Furthermore, this will even importantly impact physical and emotional wellness of the students8. Multi-researches have shown the level of distress is increasing rapidly like depression symptoms, suicidal thoughts on medical students, these e�ects is highly responsible of classroom performance and clinical practices. However, due to stress the student’s emotional problem, social and physical problem may in�uence the learning ability of students9. A recent research conducted on assessing the symptoms of stress and depression within medical university students and the �ndings prelude the immense increase in the amount of stress at average level of 5.51-6.49% till third year of university. �ere is a signi�cant increase in number of students, which are at high risk for experiencing symptoms of depression and there is an increased risk of experiencing perceived stress as well10. �e objective of the present study was to explore the relationship of academic stress with personal wellness as well as academic stress as a predictor of personal wellness in medical university students. Methodology �is study was conducted during February 2017 to July 2017 at Jinnah Medical & Dental College (JMDC) and Bahria University Medical & Dental College (BUMDC) located in the city of Karachi, Pakistan. For this observational study convenience sampling was done. Inclusion criteria included 3rd and 4th year medical students, free from any kind of psychiatric medication, not under any psychotherapy treatment. �e type of study that has used in this research is correlational research in order to gather information through questionnaires for analysing the relationship between two of the variables i.e. Academic Stress and Personal Wellness. Before taking written consent all participants were informed regarding the nature and protocol of the study with reassurance of con�dentiality of identity and personal information. In this study, 175 participants were considered consisting of 67 males and 108 females age ranged from 19-26 years. Participants were given consent form before the main questionnaires of the research. �e data has gathered by using two of the questionnaires according to the variables of study i.e. Lakaev Academic Stress Response Scale (LASRS) and Five Factor Wellness Inventory Adult Form, both of the instruments were self-administered inventories. Lakaev Academic Stress Response Scale (LASRS) is a 26-items scale that measures severity of academic stress from Nil to High. �e alpha coe�cient for 26 items were .874, suggesting that the items have relatively high internal consistency. Five Factor Wellness Inventory Adult Form is a 96-items questionnaire that measures a person’s holistic health and wellness and represents it from illness to wellness. Results Percentages & Frequencies of sample’s demographics (Year of study, Gender, Marital Status & Age) was analyzed by descriptive statistics. Moreover, for analyzing the relationship between variables i.e. Academic Stress and Personal Wellness, Pearson Correlation and Regression Analysis was calculated. Out of 175 participants 67 (38%) were males and 108 (61%) were females. Marital status as shown in (table I), there were 85.7% of the participant were unmarried, 10.9% were married and 3.4% were committed. �e demographic variable, Year of Study showed the frequency of participants from 2nd year (30.9%) and 3rd year (30.3%) was high as compared to 4th year (21.7%), 1st year (15.4) and 5th year (1.1%). Overall we recruited 105 patients and 92 consented to participate in the study with a response rate of 88%. �e age-range of participants was 18-26 from which majority from the range of 21-23 has participated in the study. Academic Stress had a signi�cant negative relationship with Personal Wellness. Pearson Correlation -0.539** indicating a moderate downhill (negative) relationship between academic stress and personal wellness, while overall results of the study suggest that around 29% of wellness correlates with academic stress (Table II). Coe�cient of Independent variable is showing that academic stress is a predictor of personal wellness personal. If academic stress increases, personal wellness will decrease by -0.539 standard deviation (Table III). Table 1: Frequencies and Percentages of Demographic Variables (N=175) Table 2: Relationship Between Academic Stress And Personal Wellness Among Medical Students (N=175) (p ≤ .001) Table 3: Academic Stress As A Predictor Of Personal Wellness In Medical Students (N=175) Discussion �e aim of the present study was to test whether there is a relationship between academic stress and individual health that is personal wellness among medical students, which was cleared in the results that academic stress can negative e�ect person’s wellness. Managing stress has been the best test for understudies everywhere throughout the world particularly the ones concentrate in �elds that require more consideration and request more investigation time. �e same was identi�ed that studies burden in academic years mostly leads to stress in students that e�ect their health as well as learning abilities11. �e idea of performing best in the exams its self is a stressful situation for the students of medical colleges and universities. And continues stress e�ect the students physical and emotional health12. It was further supported by di�erent studies that medical students have high work load in their academic years as they have to give more hours of their day to their studies which in return e�ect their quality of life. Approximately 50% of medical students in United States experience stress, 25% have depression, and many su�er from chronic anxiety 13,14. As Lazarus and Cohen study indicates that the environment of the individual become negative and unyielding, the weariness is regularly referred to as a stressor in the coming years, and numerous understudies envision they have the condition they are examining hypochondriacal wonder15. Another study suggested that the clinical years end up plainly normal and the fourth year is less unpleasant. Be that as it may, in the primary year of house work (the temporary job), fatigue, burnout and lack of sleep end up noticeably real stressors16. Absence of individual time keeps on focusing on them assist in their training years. Some level of Anxiety is helpful and at �rst important for self-awareness to happen, however now and again the measure of stress can overpower an understudy and in�uence their capacity to adapt. Concealment of feelings is not the sound way to deal with controlling feelings, it acts s moderate toxin and continues in�uencing emotional well-being time by time In face of stress, take diverse however sensible point of view and �gure out how to adapt to it by changing how you respond to it. Scholarly Stress can act naturally oversaw. Di�erent studies showed that stress management skills’ training has a good impact on the psychological well-being of people. �e same was also analyzed in di�erent studies as well17,18. Conclusion Academic stress e�ect the personal wellbeing in medical students. Our examination shows that students of medical colleges and universities are su�ering from emotional problems because of high level of academic stress. So must have the knowledge while entering and through the learning procedure can truly set the phase for their future results, so we would recommend that these developmental encounters and unpleasant learning issues can e�ect one's self-improvement and block in keeping up their own health. �e authors recommend for the teachers and parents to keep in mind the meaning and importance of academic stress that in�uence students’ personal wellness to better understand and evaluate students’ personal needs and values, in order to assist and help them through their personal growth and development. References 1. Zajacova A, Lynch SM, Espen- shade TJ. Self-e�cacy, stress, and academic success in college. Research in higher education. 2005 46;(6): 677-706. 2. Kalariya NM, Ramana KV, Srivas- tav SK, Van Kujik FJ. Carotenoid derived aldehydes-induced oxida- tive stress causes apoptotic cell death in human retinal pigment epithelial cells. Experimental eye research. 2008 86(1): 70-80. 3. Shankar NL, Park CL. E�ects of stress on students' physical and mental health and academic success. International Journal of School & Educational Psychology, 2016 4(1): 5-9. 4. Wilbert C. �e relationship between stress and mental health among students at the University of Twente. Bachelor's thesis, University of Twente. 2012. 5. Dhull I, Kumari S. Academic Stress among adolescents in relation to gender. IJAR. 2015 1(11): 394-396. 53 © 2019 LMRJ Liaquat Medical Research Journal, 2019, 1, 3 LMRJ Academic Stress Pearson Correlation Sig. (2-tailed) N Pearson Correlation Sig. (2-tailed) N Academic Stress Personal Wellness Personal Wellness 1 175 -.539** .000 175 -.539** .000 175 1 175 B 4.107 -.502 .180 .060 -.539 22.796 -8.425 Std. ErrorModel Beta (Constant) Academic Stress Unstandardized Coe�cients Standardized Coe�cients t Sig. .000 .000 6. Brantley PJ, Garrett VD. Psycho- biological apporaches to health and disease. In Comprehensive handbook of psychopathology. 2002 (pp. 647-670). Springer US. 7. Lumley MA, Provenzano KM. Stress management through written emotional disclosure improves academic performance among college students with physical symptoms. Journal of Educational Psychology. 2003 95(3): 641-649. 8. Garlow SJ, Rosenberg J, Moore JD, Haas AP, Koestner B, Hendin H, Nemero� CB. Depression, desperation, and suicidal ideation in college students: results from the American Foundation for Suicide Prevention College Screening Project at Emory University. Depression and Anxi- ety. 2008 25(6): 482-488. 9. Shaikh BT, Kahloon A, Kazmi M, Khalid H, Nawaz K, Khan N, Khan S. Students, stress and coping strategies: a case of Pakistani medical school. Educa- tion for Health Abingdon Carfax. 2004 17, 346-353. 10. Ludwig AB, Burton W, Weingar- ten J, Milan F, Myers DC, Kligler B. Depression and stress amongst undergraduate medical students. BMC Medical Education 2015 15(1): 141. 11. Khalatbari J, Azizzadeh-Haqiqi F. �e impact of life skills training and stress management strategies on the mental health of female university students. Knowledge and research in applied psycholo- gy. 2011 2(12). 12. Edwards MT and Zimet CN. Problems and concerns among medical students. Journal of Medical Education 1976 51(8): 619–625. 13. Dyrbye LN, �omas MR, Massie et al. Burnout and suicidal ideation among U.S. medical students. Annals of Internal Medicine. 2008 5(149):334–341. View at Publisher. 14. Dyrbye LN, �omas MR, and Shanafelt TD. Systematic review of depression, anxiety, and other indicators of psychological distress among U.S. and Canadian medical students. Academic Medicine. 2006 4(81):354–373. 15. Lazarus RS and Cohen JB. Environmental Stress. 2000. Springer US. 16. Weidner G, Kohlmann CW, Dotzauer E and Burns LR. �e e�ects of academic stress on health behaviors in young adults. Anxiety, stress and coping. 1996; 9(2):123-133. 17. Qadiri-Bahramabadi F and Mikaeli-Manee F. �e e�ective- ness of cognitive-behavioral stress management training on psycho- logical well-being and school satisfaction of teenage girls. A r m a q a n - e D a n e s h . 2015;20(5):433–443. 18. Chubforushzadeh A, Kalantari M and Molavi H. �e e�ectiveness of cognitive-behavioral stress management on the subjective well-being of infertile women. Quarterly of Clinical Psychology. 2009;1(4):1–9. Introduction Nowadays, every person in this world is su�ering from cravings for achievement. Either it is job related, family related, social, economic or academics related stress. Among variety of variables producing negative e�ects on people’s health and wellness, stress is one of them as described by many today’s psychological researches. Researchers reported that it is prevailing vastly among the students of university level1. Academic stress creates a sense of stringent among not only students but also on parents. �is clench has been extending day by day on the life of students, due to the competitive environment. �is competitive environment is playing a chief role in creating academic stress among students. �e word academic stress has been characterized as the disturbance in psychical capabilities due to some pre-empt frustration which is the result of unable to succeed in academic life as well as their probability has the same consequence2. Without using any techniques to cope up with academic stress by students, it becomes very harmful and can result in serious physical as well as psychological health conditions including weakened immune system, insomnia, muscle pain, troubled social life, anxiety, troubled cognition and high blood3. Researcher suggested that stress as a consequence of academic demands count as the major irritating daily life stressors i.e. persistent pressure of studying, writing assignments, taking quizzes, planning for future and listening to the lecture instructor4. It is the nature of human being that either they take challenges boldly or escapes from it. All this diversi�ed from person to person. �erefore, it has been concluded that in individuals, those challenges that surpass the coping benchmark lead to stress. In this modern world of compete-till-death competition, the students are more prone towards career orientation and having a bright future. �ose students who somewhat fail to cope up with such circumstances or sometimes when they do not succeed to gratify their these needs then as a result this fail-to-cope-up situation causes stress and further causes depression and personal wellness. Furthermore, academic stress leads to the dissatisfying mental situation prevalence because of expectations in education from their family, instructors, etc. Academic Stress among adult students has researched on from a very long time. Researchers have pin pointed stressors, which are piles of assignments, competitions in academics, failures and poor relationships with other students5. �e consequences of stress on adults may a�ect adult development, physical health, and psychological well-being while it can be seen that minor or daily life stressors have recently in hold increased recognition in the life span of stress and illness6. �erefore, research has shown that quality of learning would negatively impact if there will be high academic stress7. Furthermore, this will even importantly impact physical and emotional wellness of the students8. Multi-researches have shown the level of distress is increasing rapidly like depression symptoms, suicidal thoughts on medical students, these e�ects is highly responsible of classroom performance and clinical practices. However, due to stress the student’s emotional problem, social and physical problem may in�uence the learning ability of students9. A recent research conducted on assessing the symptoms of stress and depression within medical university students and the �ndings prelude the immense increase in the amount of stress at average level of 5.51-6.49% till third year of university. �ere is a signi�cant increase in number of students, which are at high risk for experiencing symptoms of depression and there is an increased risk of experiencing perceived stress as well10. �e objective of the present study was to explore the relationship of academic stress with personal wellness as well as academic stress as a predictor of personal wellness in medical university students. Methodology �is study was conducted during February 2017 to July 2017 at Jinnah Medical & Dental College (JMDC) and Bahria University Medical & Dental College (BUMDC) located in the city of Karachi, Pakistan. For this observational study convenience sampling was done. Inclusion criteria included 3rd and 4th year medical students, free from any kind of psychiatric medication, not under any psychotherapy treatment. �e type of study that has used in this research is correlational research in order to gather information through questionnaires for analysing the relationship between two of the variables i.e. Academic Stress and Personal Wellness. Before taking written consent all participants were informed regarding the nature and protocol of the study with reassurance of con�dentiality of identity and personal information. In this study, 175 participants were considered consisting of 67 males and 108 females age ranged from 19-26 years. Participants were given consent form before the main questionnaires of the research. �e data has gathered by using two of the questionnaires according to the variables of study i.e. Lakaev Academic Stress Response Scale (LASRS) and Five Factor Wellness Inventory Adult Form, both of the instruments were self-administered inventories. Lakaev Academic Stress Response Scale (LASRS) is a 26-items scale that measures severity of academic stress from Nil to High. �e alpha coe�cient for 26 items were .874, suggesting that the items have relatively high internal consistency. Five Factor Wellness Inventory Adult Form is a 96-items questionnaire that measures a person’s holistic health and wellness and represents it from illness to wellness. Results Percentages & Frequencies of sample’s demographics (Year of study, Gender, Marital Status & Age) was analyzed by descriptive statistics. Moreover, for analyzing the relationship between variables i.e. Academic Stress and Personal Wellness, Pearson Correlation and Regression Analysis was calculated. Out of 175 participants 67 (38%) were males and 108 (61%) were females. Marital status as shown in (table I), there were 85.7% of the participant were unmarried, 10.9% were married and 3.4% were committed. �e demographic variable, Year of Study showed the frequency of participants from 2nd year (30.9%) and 3rd year (30.3%) was high as compared to 4th year (21.7%), 1st year (15.4) and 5th year (1.1%). Overall we recruited 105 patients and 92 consented to participate in the study with a response rate of 88%. �e age-range of participants was 18-26 from which majority from the range of 21-23 has participated in the study. Academic Stress had a signi�cant negative relationship with Personal Wellness. Pearson Correlation -0.539** indicating a moderate downhill (negative) relationship between academic stress and personal wellness, while overall results of the study suggest that around 29% of wellness correlates with academic stress (Table II). Coe�cient of Independent variable is showing that academic stress is a predictor of personal wellness personal. If academic stress increases, personal wellness will decrease by -0.539 standard deviation (Table III). Table 1: Frequencies and Percentages of Demographic Variables (N=175) Table 2: Relationship Between Academic Stress And Personal Wellness Among Medical Students (N=175) (p ≤ .001) Table 3: Academic Stress As A Predictor Of Personal Wellness In Medical Students (N=175) Discussion �e aim of the present study was to test whether there is a relationship between academic stress and individual health that is personal wellness among medical students, which was cleared in the results that academic stress can negative e�ect person’s wellness. Managing stress has been the best test for understudies everywhere throughout the world particularly the ones concentrate in �elds that require more consideration and request more investigation time. �e same was identi�ed that studies burden in academic years mostly leads to stress in students that e�ect their health as well as learning abilities11. �e idea of performing best in the exams its self is a stressful situation for the students of medical colleges and universities. And continues stress e�ect the students physical and emotional health12. It was further supported by di�erent studies that medical students have high work load in their academic years as they have to give more hours of their day to their studies which in return e�ect their quality of life. Approximately 50% of medical students in United States experience stress, 25% have depression, and many su�er from chronic anxiety 13,14. As Lazarus and Cohen study indicates that the environment of the individual become negative and unyielding, the weariness is regularly referred to as a stressor in the coming years, and numerous understudies envision they have the condition they are examining hypochondriacal wonder15. Another study suggested that the clinical years end up plainly normal and the fourth year is less unpleasant. Be that as it may, in the primary year of house work (the temporary job), fatigue, burnout and lack of sleep end up noticeably real stressors16. Absence of individual time keeps on focusing on them assist in their training years. Some level of Anxiety is helpful and at �rst important for self-awareness to happen, however now and again the measure of stress can overpower an understudy and in�uence their capacity to adapt. Concealment of feelings is not the sound way to deal with controlling feelings, it acts s moderate toxin and continues in�uencing emotional well-being time by time In face of stress, take diverse however sensible point of view and �gure out how to adapt to it by changing how you respond to it. Scholarly Stress can act naturally oversaw. Di�erent studies showed that stress management skills’ training has a good impact on the psychological well-being of people. �e same was also analyzed in di�erent studies as well17,18. Conclusion Academic stress e�ect the personal wellbeing in medical students. Our examination shows that students of medical colleges and universities are su�ering from emotional problems because of high level of academic stress. So must have the knowledge while entering and through the learning procedure can truly set the phase for their future results, so we would recommend that these developmental encounters and unpleasant learning issues can e�ect one's self-improvement and block in keeping up their own health. �e authors recommend for the teachers and parents to keep in mind the meaning and importance of academic stress that in�uence students’ personal wellness to better understand and evaluate students’ personal needs and values, in order to assist and help them through their personal growth and development. References 1. Zajacova A, Lynch SM, Espen- shade TJ. Self-e�cacy, stress, and academic success in college. Research in higher education. 2005 46;(6): 677-706. 2. Kalariya NM, Ramana KV, Srivas- tav SK, Van Kujik FJ. Carotenoid derived aldehydes-induced oxida- tive stress causes apoptotic cell death in human retinal pigment epithelial cells. Experimental eye research. 2008 86(1): 70-80. 3. 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Depression, desperation, and suicidal ideation in college students: results from the American Foundation for Suicide Prevention College Screening Project at Emory University. Depression and Anxi- ety. 2008 25(6): 482-488. 9. Shaikh BT, Kahloon A, Kazmi M, Khalid H, Nawaz K, Khan N, Khan S. Students, stress and coping strategies: a case of Pakistani medical school. Educa- tion for Health Abingdon Carfax. 2004 17, 346-353. 10. Ludwig AB, Burton W, Weingar- ten J, Milan F, Myers DC, Kligler B. Depression and stress amongst undergraduate medical students. BMC Medical Education 2015 15(1): 141. 11. Khalatbari J, Azizzadeh-Haqiqi F. �e impact of life skills training and stress management strategies on the mental health of female university students. Knowledge and research in applied psycholo- gy. 2011 2(12). 12. Edwards MT and Zimet CN. Problems and concerns among medical students. Journal of Medical Education 1976 51(8): 619–625. 13. Dyrbye LN, �omas MR, Massie et al. Burnout and suicidal ideation among U.S. medical students. Annals of Internal Medicine. 2008 5(149):334–341. View at Publisher. 14. Dyrbye LN, �omas MR, and Shanafelt TD. Systematic review of depression, anxiety, and other indicators of psychological distress among U.S. and Canadian medical students. Academic Medicine. 2006 4(81):354–373. 15. Lazarus RS and Cohen JB. Environmental Stress. 2000. Springer US. 16. Weidner G, Kohlmann CW, Dotzauer E and Burns LR. �e e�ects of academic stress on health behaviors in young adults. Anxiety, stress and coping. 1996; 9(2):123-133. 17. Qadiri-Bahramabadi F and Mikaeli-Manee F. �e e�ective- ness of cognitive-behavioral stress management training on psycho- logical well-being and school satisfaction of teenage girls. A r m a q a n - e D a n e s h . 2015;20(5):433–443. 18. Chubforushzadeh A, Kalantari M and Molavi H. �e e�ectiveness of cognitive-behavioral stress management on the subjective well-being of infertile women. Quarterly of Clinical Psychology. 2009;1(4):1–9. LMRJ