Understanding Stress in Higher Education

Oct 13, 2025 by orovajewels.com 134 views

Understanding Stress in Higher Education

Stress is a natural response of the body and mind to changes that occur in everyday life. In higher education, especially in the field of medicine and dentistry, student stress levels can be very high. The academic programs in these fields are often very competitive and demanding, which can cause students to feel depressed and anxious. This study aims to analyze the difference in stress levels among students of the academic program of the Faculty of Medicine (FK) and the Faculty of Dentistry (FKG) of the University of North Sumatra (USU) for the 2017/2018 Academic Year.

Methodology and Research Design

In this study, the method used is analytical descriptive with cross-sectional research design. The study involved 105 students at the Faculty of Medicine and 130 students at the Faculty of Dentistry. Stress levels are measured using the Medical Student Stress Questionnaire (MSSQ) questionnaire consisting of six stressor categories:

Stressor I - Related Academic: This category includes stress related to academic performance, such as grades, exams, and assignments.
Stressor II - Related to Inter and Intrapersonal: This category includes stress related to interpersonal relationships, such as communication with peers and professors, and intrapersonal relationships, such as self-esteem and self-confidence.
Stressor III - Related to Teaching and Learning Relationships: This category includes stress related to the teaching and learning process, such as classroom environment, teaching methods, and learning outcomes.
Stressor IV - Social-Related: This category includes stress related to social relationships, such as social interactions, social support, and social isolation.
Stressor V - Related to Desire and Control: This category includes stress related to personal desires and control, such as career goals, personal values, and autonomy.
Stressor VI - Related to Group Activities: This category includes stress related to group work, such as teamwork, collaboration, and group dynamics.

The questionnaire was distributed online to ensure accessibility for all participants. Data analysis was carried out using an independent T test.

Results and Findings

The results showed that the prevalence of stress among FK and FKG students was in the range of 83% to 100%. In analysis based on the type of stressor, both students from FK and FKG experience a moderate level of stress for all categories. The highest percentage for stressors related to academic, inter and intrapersonal, and socially found in FK students, while FKG students feel more stress in the academic, inter and intrapersonal categories, as well as teaching and learning relationships. In addition, the data shows that FK students experience light stress levels, while FKG students are in the moderate stress category.

Significant Differences in Stress Levels

Through this study, information was obtained that there was a significant difference in the stress level score between FK and FKG students, specifically related to academic, inter and intrapersonal stress, and teaching and learning relationships (p <0.05). In conclusion, FKG students experience higher stress levels than FK students.

Additional Analysis and Explanation

The high level of stress among medical and dental students can be influenced by many factors, including severe academic burden, pressure for achievement, and emotional demands in learning. Educational programs at the Faculty of Medicine and Dentistry are often very competitive and demanding, which can cause students to feel depressed.

Stress experienced by students can have an impact on their mental and physical health. Therefore, it is essential for educational institutions to provide adequate support, such as psychological counseling, stress management programs, and positive learning environment. This can help students in managing their stress levels, so they can achieve academic achievement without sacrificing their welfare.

Differences in Curriculum and Teaching Methods

On the other hand, the difference in stress levels between FK and FKG students may also reflect differences in the curriculum and teaching methods applied in each faculty. Dentistry students may face additional challenges such as more intensive clinical practices, which could cause their stress levels to be higher.

Further Research and Recommendations

Therefore, further research is needed to explore the factors that cause more in-depth stress and find effective strategies to reduce stress among students of the Faculty of Medicine and Dentistry. Mental health must be a priority in the education system so that students can function optimally in their role as prospective health workers.

Conclusion

In conclusion, this study highlights the importance of understanding and addressing stress levels among students of the Faculty of Medicine and Dentistry. The findings of this study suggest that FKG students experience higher stress levels than FK students, which may be due to differences in curriculum and teaching methods. Further research is needed to explore the factors that cause more in-depth stress and find effective strategies to reduce stress among students. By prioritizing mental health and providing adequate support, educational institutions can help students manage their stress levels and achieve academic success without sacrificing their welfare.

Q: What is the main objective of this study?

A: The main objective of this study is to analyze the difference in stress levels among students of the academic program of the Faculty of Medicine (FK) and the Faculty of Dentistry (FKG) of the University of North Sumatra (USU) for the 2017/2018 Academic Year.

Q: What is the methodology used in this study?

A: The methodology used in this study is analytical descriptive with cross-sectional research design. The study involved 105 students at the Faculty of Medicine and 130 students at the Faculty of Dentistry. Stress levels are measured using the Medical Student Stress Questionnaire (MSSQ) questionnaire consisting of six stressor categories.

Q: What are the six stressor categories used in this study?

A: The six stressor categories used in this study are:

Stressor I - Related Academic: This category includes stress related to academic performance, such as grades, exams, and assignments.
Stressor II - Related to Inter and Intrapersonal: This category includes stress related to interpersonal relationships, such as communication with peers and professors, and intrapersonal relationships, such as self-esteem and self-confidence.
Stressor III - Related to Teaching and Learning Relationships: This category includes stress related to the teaching and learning process, such as classroom environment, teaching methods, and learning outcomes.
Stressor IV - Social-Related: This category includes stress related to social relationships, such as social interactions, social support, and social isolation.
Stressor V - Related to Desire and Control: This category includes stress related to personal desires and control, such as career goals, personal values, and autonomy.
Stressor VI - Related to Group Activities: This category includes stress related to group work, such as teamwork, collaboration, and group dynamics.

Q: What are the results of this study?

A: The results of this study show that the prevalence of stress among FK and FKG students is in the range of 83% to 100%. In analysis based on the type of stressor, both students from FK and FKG experience a moderate level of stress for all categories. The highest percentage for stressors related to academic, inter and intrapersonal, and socially found in FK students, while FKG students feel more stress in the academic, inter and intrapersonal categories, as well as teaching and learning relationships.

Q: What is the significance of this study?

A: The significance of this study is that it highlights the importance of understanding and addressing stress levels among students of the Faculty of Medicine and Dentistry. The findings of this study suggest that FKG students experience higher stress levels than FK students, which may be due to differences in curriculum and teaching methods.

Q: What are the implications of this study?

A: The implications of this study are that educational institutions should prioritize mental health and provide adequate support, such as psychological counseling, stress management programs, and positive learning environment. This can help students in managing their stress levels, so they can achieve academic achievement without sacrificing their welfare.

Q: What are the limitations of this study?

A: The limitations of this study are that it is a cross-sectional study, which means that it only provides a snapshot of the stress levels of students at a particular point in time. Additionally, the study only includes students from the Faculty of Medicine and Dentistry, which may not be representative of students from other faculties.

Q: What are the recommendations of this study?

A: The recommendations of this study are that further research is needed to explore the factors that cause more in-depth stress and find effective strategies to reduce stress among students. Mental health must be a priority in the education system so that students can function optimally in their role as prospective health workers.