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CAUSES AND CONSEQUENCES OF STUDENTS’ STRESS IN NIGERIAN UNIVERSITIES

CHAPTER ONE

INTRODUCTION

1.1  BACKGROUND OF THE STUDY

Stress is a feeling of emotional or physical tension. It can come from any event or thought that leaves the individual frustrated, angry, or nervous (MedlinePlus Medical Encyclopedia 1997 – 2022). It is the reaction of the body to a challenge or a demand and prepares the individual to take remedial action, i.e., to fight or to flee (Melissa Conrad Stoppler, 2020).

An individual’s response to stressful situations depends on the individual’s coping capacity. For individuals who cope well, acute stress, particularly in short bursts, goes away quickly and may have a positive effect, making such individuals produce excellent results (Shelton, 2014; MedlinePlus Medical Encyclopedia 1997 - 2022). Some types of stresses may be positive and have beneficial effects while others may be harmful. Shelton (2014) posits that stress is not necessarily as bad as some researchers think. Beneficial stress helps one to think about deadlines, stimulates one's behaviour and helps one to manage evolving situations effectively, rapidly, and more productively. From this point of view, moderate levels of stress facilitate, and motivates adaptation. The stress that comes with examinations goes away immediately the examination is over. For instance, fear of failure, though stressful, may make student strive to do well. This extra effort produces excellent results. This type of stress enables one avoid danger or meet a deadline. Chronic stress lasts for a longer time, at times for weeks, months or years. This happens in persons with defective coping mechanisms. Individuals so affected manifest psycho-somatic disorders such as hypertension, heart disease, diabetes mellitus, obesity, acne menstrual disorders, anxiety, and depression. Those who were already suffering from these health conditions can get worse. The psychological conditions such as major depressions, suicidal thoughts, suicide attempts, and suicides could completely immobilize the individual.

External and internal factors cause stress. The external factors are related to the physical and social environment including job situation, relationships with others, the home, and all situations in which one faces challenges, difficulties, and expectations during daily life (Melissa Conrad Stoppler, 2020). Stress causes the release of powerful neurochemicals and hormones that prepare the individual for remediation action, either to flight or to flee. If the individual fails to act the stress response can create or worsen associated health problems. Stress helps the individual learn or grow.

Stress and stressors abound in every sphere of human activity. Modern living increases stress levels. Educational environment, particularly, tertiary educational environment, seems to be exceptionally stressful (K.J. Reddy, K.R. Menon, and A Thattil, 2018). This may explain the high prevalence of sequels of stress such as suicide attempts and suicide in these institutions. Internal factors that influence the body’s ability to respond to and manage the external precipitants include nutritional status, emotional well-being, overall health and fitness, and the amount of sleep and rest the individual gets.

Worldwide and in Enugu, Nigeria, there are recent reports of an upsurge in suicides among young persons (American Foundation for Suicide Prevention, 2017; Christopher, 2017; Jotirmoy et al, 2016; Schmidke, Bille-Braha and De Leo, 2016; Caul, 2018; and Alabi et al 2014), particularly among students of tertiary educational institutions. The World Health Organization estimates that in 2019 more than 700,000 deaths were due to suicides and that among individuals aged between 15 – 29 years suicide is the fourth leading cause of death (WHO, 2021). Affected students could be at any academic level and in any discipline. Although genetic and constitutional factors are known to play causal roles in the occurrence of depressions and suicide, the distribution of suicide among students of tertiary educational institutions suggests that the academic environment and other related issues play significant roles. Some of the environmental stressors may be generally applicable, while others are institution specific, while others still are discipline specific. These environmental factors play the role of precipitants. There is a need to determine what these factors are in institutions in Enugu, Nigeria, to target interventional action against them. This will reduce the risk of suicides in these institutions.

1.2 STATEMENT OF THE PROBLEM

"In recent years, there has been a noticeable increase in reports of stress-related issues among students enrolled in Nigerian universities. Despite this growing concern, there is limited empirical research that comprehensively examines the factors contributing to students' stress and the resulting consequences on their academic performance, mental health, and overall well-being. Therefore, the primary problem addressed by this study is to investigate the root causes of stress experienced by students in Nigerian universities, explore its effects on their academic achievement and psychological health, and propose effective strategies to mitigate the negative impact of stress on students' overall quality of life."

1.3 OBJECTIVES OF THE STUDY

The main objective of this study is to determine the causes and consequences of students’ stress in Nigerian universities

Specific objectives include;

1. To identify the primary causes of stress among students enrolled in Nigerian universities.

2. To examine the consequences of stress on the academic performance of students in Nigerian universities.

3. To explore the psychological and emotional effects of stress on the well-being of students in Nigerian universities.

4. To propose evidence-based strategies and interventions to mitigate and manage stress among students in Nigerian universities.

1.4 RESEARCH QUESTIONS

1. What are the main factors contributing to stress among students in Nigerian universities?

2. How does stress impact the academic performance of students in Nigerian universities?

3. What psychological and emotional effects does stress have on the well-being of students in Nigerian universities?

4. What effective strategies and interventions can be implemented to alleviate stress among students in Nigerian universities?

1.5 RESEARCH HYPOTHESES

1. There is a significant correlation between academic workload and stress levels among students in Nigerian universities.

2. Higher levels of stress are associated with lower academic performance among students in Nigerian universities.

3. Stress experienced by students in Nigerian universities is positively correlated with symptoms of anxiety and depression.

4. Implementing stress management programs and support services will lead to a decrease in stress levels among students in Nigerian universities.

1.6 SIGNIFICANCE OF THE STUDY

The significance of the study "Causes and Consequences of Students' Stress in Nigerian Universities" lies in its potential contributions to various aspects:

1. Academic Enhancement: Understanding the factors contributing to stress among students can lead to the development of tailored interventions and support systems, ultimately enhancing academic performance and retention rates.

2. Health and Well-being: By identifying the consequences of stress on students' mental, emotional, and physical health, the study can inform the implementation of preventive measures and support services aimed at promoting student well-being.

3. Policy Development: Findings from the study can inform the development of policies and guidelines within Nigerian universities to address stress-related issues effectively, thereby creating a conducive learning environment.

4. Community Awareness: The study can raise awareness among university stakeholders, including students, faculty, administrators, and policymakers, about the prevalence and impact of stress on students' lives, fostering empathy and support for affected individuals.

5. Research Contribution: The study adds to the body of knowledge on stress management and mental health in the context of Nigerian higher education, providing a foundation for future research and academic discourse in this area.

1.7 SCOPE OF THE STUDY

This study focuses on exploring the causes and consequences of students' stress specifically within universities in Enugu State, Nigeria. It delves into the unique stressors encountered by students enrolled in various academic programs within these institutions. The scope encompasses undergraduate, postgraduate, and doctoral students across diverse disciplines. By narrowing the focus to Enugu State universities, the study aims to provide insights into stress factors relevant to this specific geographical and educational context.

1.8 LIMITATIONS OF THE STUDY

Despite its focus on Enugu State universities, this study may face limitations due to constraints such as time, resources, and access to participants. The findings may not be generalizable to universities outside Enugu State or to other countries. Additionally, the study's reliance on self-report measures may introduce response bias. Furthermore, the dynamic nature of stress and individual differences among students may pose challenges in capturing a comprehensive understanding of stress experiences. These limitations should be considered when interpreting the results of the study.

1.9 DEFINITION OF TERMS

1. Stress: A state of emotional or psychological tension resulting from external pressures or internal conflicts, often characterized by feelings of anxiety, agitation, or unease.

2. Students: Individuals enrolled in academic programs at Nigerian universities, including undergraduate, postgraduate, and doctoral students. 

3. Nigerian Universities: Institutions of higher education located within Nigeria, providing tertiary education and granting degrees in various fields of study.

4. Causes of Stress: Factors or circumstances that contribute to the onset or exacerbation of stress among university students, including academic pressure, financial difficulties, interpersonal conflicts, and environmental challenges.

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