Ulasan JURNAL tekanan

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EDU 3024

PEMBELAJARAN DAN PERKEMBANGAN

PELAJAR

TAJUK :

ULASAN JURNAL

KUMPULAN KULIAH : D

PENSYARAH : ABDUL AZIZ BIN ABDUL SHUKOR

DISEDIAKAN OLEH :

NAMA : SITI

NAMA : SITI ZUBAIDAH BT IBRAHIM

ZUBAIDAH BT IBRAHIM

NO MATRIK : D20091035632

SEMESTAR : TIGA

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Isi

Isi kandungan

kandungan

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kandungan

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Penutup

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6 Biblografi

Biblografi

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8 Lampiran

Lampiran

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_Pendahulluan

_uan

Masalah stress merupakan satu masalah kormesial yang menggangu setiap pelajar di

institusi pengajian

institusi pengajian tinggi.

tinggi. Masalah stress i

Masalah stress ini terlalu s

ni terlalu sukar untuk ditanggani akan tetapi

ukar untuk ditanggani akan tetapi gangguan

gangguan

stress ini b

stress ini boleh dielakkan melalui dua cara iai

oleh dielakkan melalui dua cara iaitu melalui cara reaktif dan proaktif

tu melalui cara reaktif dan proaktif.

. Isi kandungan

Isi kandungan

jurnal ini

jurnal ini akan membincangkan cara menanggani masalah s

akan membincangkan cara menanggani masalah stress melaui

tress melaui cara proaktif

cara proaktif yang lebih

yang lebih

berkesan berbanding

berkesan berbanding dengan cara reaktif.

dengan cara reaktif. Pelajar institusi

Pelajar institusi pengajian tinggi banyak mengalami

pengajian tinggi banyak mengalami

stress dari segi kognatif, emosi dan psikologi yang akan menggugat prestasi pembelajaran

mereka.

Pelbagai takrif

Pelbagai takrifan yang dib

an yang dibuat mengenai stress

uat mengenai stress.

. Antaranya ialah

Antaranya ialah D¶Aurora dan

D¶Aurora dan Firman

Firman

(1998), memberi takrifan stress sebagai ketegangan emosi yang akan meningkat daripada

peristiwa yang lalu dan merasakan peristiwa itu sebagai satu ancaman kepada kehidupan mereka.

Manakala menurut Roney dan Cooper (1997), menyatakan bahawa stress sebagai reaksi pesakit

yang mengalami masalah tekanan yang tinggi dan mereka bimbang jika mereka tidak mampu

untuk mengatasi

untuk mengatasi tekanan tersebut.

tekanan tersebut. Murdock dan

Murdock dan Scott (1993),

Scott (1993), menyatakan s

menyatakan stress me

tress merupakan

rupakan

satu reaksi ketidakseimbangan antara permintaan dan kemampuan untuk menanggani stress.

Secara keseluruhanya, stress merupakan satu reaksi masalah yang berlaku ekoran daripada

pelbagai masalah yang timbul dan menyukarkan untuk mereka mengatasinya.

Setiap peristiwa yang berkaitan dengan stress seharusnya kita lebih peka bagi

membolehkan sebarang

membolehkan sebarang tindakan yang diambil

tindakan yang diambil tidak akan menjejas

tidak akan menjejaskan pesakit.

kan pesakit. Oleh sebab i

Oleh sebab itu,

tu,

seseorang mampu untuk b

seseorang mampu untuk belajar menangani stress

elajar menangani stress secara proaktif

secara proaktif.

. Setiap peristiwa yang berlaku

Setiap peristiwa yang berlaku

seharusnya boleh dijadikan sebagai panduan menanggani stress agar masalah stress ini tidak lagi

berulang.

berulang. Masyarakat di s

Masyarakat di sekitar pelajar y

ekitar pelajar yang menghadapi masalah i

ang menghadapi masalah ini juga seharusnya

ni juga seharusnya lebih

lebih

peka akan perubahan yang berlaku pada setiap individu di sekeliling mereka agar tidak

menghadapi masalah s

menghadapi masalah stress yang

tress yang keterlaluan.

keterlaluan. Individu yang m

Individu yang mengalami masalah stress

engalami masalah stress ini

ini akan

akan

mengunakan pendekatan reaktif bagi mengatasi masalah ini akan tetapi mereka mengunakan

kedua-dua pendekatan iaitu pendekatan reaktif dan juga pendekatan proaktif dalam menanggani

masalah stress.

(4)

2

2.0.0

_U

_Ulla

_{assan Jurna}

_{an Jurnall}

Stres :-

Stres :- Jenis

Jenis dan Klasifi

dan Klasifikasi

kasi

Stress mempunyai dua kategori iaitu stress yang bersifat sebagai pembina dan stress yang

bersifat negatif

bersifat negatif.

. Davidson (1999), telah menyifatkan stress

Davidson (1999), telah menyifatkan stress sebagai satu stim

sebagai satu stimulasi dan cabaran

ulasi dan cabaran

yang penting

yang penting dalam pembangunan, pertumb

dalam pembangunan, pertumbuhan dan

uhan dan perubahan.

perubahan. Tanpa menghadapi

Tanpa menghadapi masalah

masalah

stress m

stress manusia akan l

anusia akan lalai dengan setiap

alai dengan setiap kemewahan yang mereka

kemewahan yang mereka perolehi.

perolehi. Oleh sebab i

Oleh sebab itu,

tu,

mereka akan alpa dan tidak akan berusaha uantuk mendapat satu titik kehidupan yang lebih baik.

Strees yang bersifat sebagai pembina ini sangat penting dalam kehidupan manusia dan

seharusnya setiap

seharusnya setiap pelajar IPT memerlukan stress

pelajar IPT memerlukan stress yang bersifat

yang bersifat sebagai pembina untuk mendapat

sebagai pembina untuk mendapat

kejayaan dalam

kejayaan dalam pembelajran dan

pembelajran dan kehidupan mereka.

kehidupan mereka. Makala

Makala stress

stress yang b

yang bersifat ne

ersifat negatif

gatif pula

pula

akan menyebabkan seseorang itu manjadi cepat marah, gelisah, merendahkan semangat

seseorang dan

seseorang dan seterusnya akan m

seterusnya akan menyebabkan kehidupan mereka menj

enyebabkan kehidupan mereka menjadi singkat.

adi singkat. Hal ini

Hal ini akan

akan

merugikan mahasiwa tersebut kerana mereka akan hilang fokus dalam pembelajaran seterusnya

akan menyebabkan kehidupan mereka menjadi tidak terurus dan pembelajaran mereka juga akan

merosot.

Menurut Charles (2000), stress mengandungi empat

Menurut Charles (2000), stress mengandungi empat jenis iaitu:-

jenis

iaitu:-1.

1. Stress yang disebabkan oleh pemikiran mengenai masa depan.

Stress yang disebabkan oleh pemikiran mengenai masa depan.

2. 2. Stress yang hadir pada masa berkenaan yang memerlukan jalan penyelesaian yang

Stress yang hadir pada masa berkenaan yang memerlukan jalan penyelesaian yang

cepat.

3. 3. Stress yang berterusan dari semasa ke semasa.

Stress yang berterusan dari semasa ke semasa.

4. 4. Stress daripada pengalaman yang

Stress daripada pengalaman yang lalu.

lalu.

Menurut pengelasan yang telah dibuat oleh Charles (2000), beliau telah mengelaskan

bahawa stress m

bahawa stress mempunyai empat peringkat dalam kehi

empunyai empat peringkat dalam kehidupan manusia.

dupan manusia. Permulaan stress

Permulaan stress adalah

adalah

daripada pengalaman masa lalu yang memerlukan seseorang itu menjadi lebih prihatin agar

mereka tidak

mereka tidak akan mengalami m

akan mengalami masalah stress y

asalah stress yang sama pada m

ang sama pada masa akan datang.

asa akan datang. Pengakhiran

Pengakhiran

stress adalah mengenai pemikiran mengenai masa depan mereka yang menyebabkan terjadinya

masalah stress kerana mereka tidak mahu kegagalan dalam kehidupan pada masa akan datang.

(5)

Kajian mengenai stress

Masalah stress dalam kalangan mahasiwa berpunca daripada pengurusan masa yang tidak

berkesan.

berkesan. Menurut kaji

Menurut kajian daripada

an daripada Samsiah Jay

Samsiah Jayos (2005)

os (2005) antara 155

antara 155 pelajar m

pelajar matrikulasi

atrikulasi

dijumpai mendapati bahawa 91% daripada bilangan pelajar mendapati bahawa tidak memiliki

masa yang

masa yang cukup untuk menyeles

cukup untuk menyelesaikan tugas y

aikan tugas yang diberikan.

ang diberikan. Selain dari

Selain daripada itu juga,

pada itu juga, kajian

kajian

juga mendapati bahawa terlalu banyak tugasan dan mata pelajaran yang diambil akan

menyebabkan stress y

menyebabkan stress yang tinggi.

ang tinggi. Disamping itu juga,

Disamping itu juga, punca stress i

punca stress ini berlaku kerana mereka

ni berlaku kerana mereka

banyak memiki

banyak memikirkan mengenai

rkan mengenai peperiksaan yang b

peperiksaan yang bakal mereka h

akal mereka hadapi.

adapi. Perubahan gaya hidup

Perubahan gaya hidup

juga boleh menyebabkan berlakunya stress kerana kebanyakan pelajar yang datang dari

pendalaman tidak biasa dengan kehidupan di bandar dan akan menyebabkan stress kerana

mereka perlu menyesuaikan diri dengan perubahan persekitaran yang berlaku.

Bagi menanggani masalah stress ini pelbagai langkah proaktif perlu diambil agar masalah

stress ini

stress ini tidak akan menggangu pembelajaran mereka.

tidak akan menggangu pembelajaran mereka. Oleh s

Oleh sebab itu, semua

ebab itu, semua pihak seharusnya

pihak seharusnya

lebih peka akan masalah ini dan cuba membantu golongan yang mengalami masalah stress.

Langkah mengatasi stress

Terdapat dua kaedah yang digunakan untuk mengatasi masalah stress iaitu kaedah reaktif

dan kaedah proaktif

dan kaedah proaktif.

. Kaedah reaktif

Kaedah reaktif kurang berkesan berbanding

kurang berkesan berbanding dengan kaedah proaktif

dengan kaedah proaktif tetapi

tetapi

masih

masih ramai pelajar

ramai pelajar yang m

yang menggunakan kaedah reaktif

enggunakan kaedah reaktif.

. Kaedah

Kaedah reaktif akan

reaktif akan menyebabkan

menyebabkan

pelajar akan mengalami kegopohan dalam menyelesaikan masalah tanpa memikirkan masalah

tersebut secara mendalam

tersebut secara mendalam dan matang.

dan matang. Sekiranya emosi seseorang ti

Sekiranya emosi seseorang tidak stabil, tindak balas

dak stabil, tindak balas akan

akan

menjadikan keadaan

menjadikan keadaan atau sesuatu

atau sesuatu itu

itu tidak s

tidak stabil.

tabil. Kalau em

Kalau emosinya resah

osinya resah dan kacau j

dan kacau jalan

alan

berfikirnya

berfikirnya penuh dengan

penuh dengan kekacauan.

kekacauan. Faktanya mungkin

Faktanya mungkin tidak lengkap.

tidak lengkap. Analisisnya

Analisisnya tidak

tidak tepat

tepat

dan kesimpulan yang diambil juga tidak membayangkan adanya pemikiran yang mendalam

terhadap sesuatu isu atau perkara.

terhadap sesuatu isu atau perkara. Oleh sebab i

Oleh sebab itu, langkah mengatasi stress secara reaktif

tu, langkah mengatasi stress secara reaktif kurang

kurang

berkesan.

Kaedah yang kedua untuk mengatasi stress ialah melalui kaedah proaktif. Kaedah ini

dikata lebih berkes

(6)

melihat masal

melihat masalah melalui perspektif y

ah melalui perspektif yang betul dengan

ang betul dengan sikap yang betul.

sikap yang betul. Dengan cara demi

Dengan cara demikian

kian

ujian bertukar menjadi cabaran, masalah bertukar menjadi peluang, tekanan menjadi rangsangan.

Tekanan mempunyai

Tekanan mempunyai kebaikannya.

kebaikannya. Sebagai contoh,

Sebagai contoh, peperiksaan m

peperiksaan menyebabkan tekanan, n

enyebabkan tekanan, namun

amun

ia menyebabkan s

ia menyebabkan seseorang membuat persi

eseorang membuat persiapan yang rapi

apan yang rapi untuk menghadapinya.

untuk menghadapinya. Tekanan yang

Tekanan yang

berbahaya ialah yang tidak dapat dikawal sehingga membuat seseorang mengalami kesugulan,

putus harapan

putus harapan, keinginan

, keinginan untuk membunuh di

untuk membunuh diri dan s

ri dan seumpamanya.

eumpamanya. Tekanan yang

Tekanan yang seperti i

seperti ini

ni

dikenali

dikenali sebagai

sebagai

tekanan y

tekanan yang

ang memudaratkan.

memudaratkan. Tekanan y

Tekanan yang b

ang baik

aik kerana m

kerana melahirkan

elahirkan

rangsangan dan tin

rangsangan dan tindakan yang positif

dakan yang positif dikenali sebagai eus

dikenali sebagai eustress.

tress. Oleh sebab i

Oleh sebab itu, pelajar yang

tu, pelajar yang

mengalami masalah stress ini perlu berfikir secara matang dan menjadikan setiap tekanan itu

sebagai cabaran untuk mencapai kejayaan.

Adakah mahasiswa/siswi kita proakt

Adakah mahasiswa/siswi kita proaktif?

if?

Mahasiswa/siswi di pengajian tinggi dikatakan mempunyai sikap yang proaktif kerana

mereka bersedia menghadapi cabaran dalam kehidupan mereka. Mereka akan melakukan

pengubahsuaaian bagi menyesuaikan

pengubahsuaaian bagi menyesuaikan diri dengan perseki

diri dengan persekitran mereka.

tran mereka. Selain daripada i

Selain daripada itu juga,

tu juga,

mereka mempunyai semangat yang tinggi untuk berjaya dan bertanggungjawab dalam

menentukan kejayaan dan kegagalan hidup mereka.

menentukan kejayaan dan kegagalan hidup mereka. Oleh sebab itu pelaj

Oleh sebab itu pelajar di institusi

ar di institusi pengajian

pengajian

tinggi dikatakan proaktif dan hanya terdapat segelintir pelajar yang tidak dapat mengatasi

masalah stress.

Jenis-jenis proaktif

Proaktif

menghadapi

kemahiran

meliputi

perancangan,

penetapan

tujuan,

Proaktif

menghadapi

kemahiran

meliputi

perancangan,

penetapan

tujuan,

pengorganisasian, dan stim

pengorganisasian, dan stimulasi mental

ulasi mental (Aspinwall &

(Aspinwall & Taylor, 1997).

Taylor, 1997). Kemahi

Kemahiran perancangan

ran perancangan

membolehkan para pelajar untuk mencapai segala tujuan yang dirancangkan dengan

menggunakan

menggunakan strategi

strategi yang

yang berkesan.

berkesan.

Manakala

Manakala penetapan

penetapan perancangan

perancangan pula

pula akan

akan

membolehkan para pelajar mengenali apakah tujuan utama mereka dan seharusnya apa yang

mereka perlu lakukan untuk mencapai segala tujuan yang telah ditetapkan. Kemahiran

pengorganisasian pula merujuk kepada cara bagaimana pelajar berkenaan mengendalikan segala

(7)

perkara yang berkaitan dengan kehidupan mereka agar mencapai segala perancangan dan tujuan

yang mereka

yang mereka inginkan. Manakala

inginkan. Manakala stimulasi mental

stimulasi mental pula merujuk kepad

pula merujuk kepad a keteguhan

a keteguhan mental

mental

pelajar dalam menjalani dan mengkoordinasikan segala kemahiran yang mereka ada.

Menurut Greenglass, Schwarzer, Jakubiec et al. (1999), terdapat tujuh jenis skala proaktif

bagi m

bagi mengatasi peril

engatasi perilaku dan

aku dan persediaan mereka

persediaan mereka dan dinamakan

dan dinamakan sebagai Proaktif

sebagai Proaktif Mengatasi

Mengatasi

Inventory (PCI).

Inventory (PCI). Antaranya ialah s

Antaranya ialah skala mengatasi proaktif

kala mengatasi proaktif, skala mengatasi refl

, skala mengatasi reflectif , s

ectif , stategi

tategi

perancangan, jenis pencegahan, sokongan instrumental, sokongan emosional dan jenis

penghindaran.

Perilaku

proaktif

ini

perlu

diajarkan

oleh

para

kaunselor

penghindaran.

Perilaku

proaktif

ini

perlu

diajarkan

oleh

para

kaunselor

dalam ins

dalam institusi pendidikan tin

titusi pendidikan tinggi untuk melengkapkan teknik

ggi untuk melengkapkan teknik pengurusan stress y

pengurusan stress yang

ang biasa.

biasa.

Kombinasi proaktif m

Kombinasi proaktif mengatasi sebelum dan reaktif

engatasi sebelum dan reaktif mengatasi konstruktif

mengatasi konstruktif selepas

selepas terjadinya

terjadinya

stress

stress adalah strategi

adalah strategi pengurusan stres

pengurusan stres terbaik.

terbaik.

Bagaimana pihak lain mampu menolong

Pelbagai pihak mampu menolong para pelajar yang menghadapi masalah stress ini

melalui pelbagai cara antaranya ialah melalui sokongan sosial yang diberikan kepada pelajar

yang menghadapi

yang menghadapi stress.

stress. Keluarga

Keluarga sememangya memainkan

sememangya memainkan peranan penting

peranan penting dalam memberi

dalam memberi

sokongan sosi

sokongan sosial kepada

al kepada anak-anak mereka.

anak-anak mereka. Pelbagai

Pelbagai tekanan yang

tekanan yang dihadapi mampu

dihadapi mampu diatasi

diatasi

sekiranya keluarga memainkan peranan yang sempurna dalam memberi sokongan sosial seperti

memberi motivasi, nasihat yang membina dan cuba memahami masalah anak-anak sebelum

mengambil sebarang tindakan. Sokongan sosial juga diperlukan daripada kawan-kawan,

pensyarah dan masyarakat setempat.

Dorongan dan

Dorongan dan motivasi

motivasi seharusnya diberikan

seharusnya diberikan kepada pelajar yang

kepada pelajar yang menghadapi masalah

menghadapi masalah

stress. Mereka memerlukan semangat yang membina daripada rakan-rakan di sekeliling mereka.

Sebarang luahan perasaan yang mereka perkatakan seharusnya diberikan perhatian dan

menasihati mereka dengan cara yang berhemah agar perasaan mereka tidak tersentuh dan

menambahkan lagi m

menambahkan lagi masalah sterss y

asalah sterss yang mereka hadapi.

ang mereka hadapi. Sekiranya mereka dib

Sekiranya mereka diberikan dorongan

erikan dorongan

yang membina segala risiko dan masalah yang mereka hadapi boleh diselesaikan dan perkara ini

tidak akan m

tidak akan menggangu pembelajaran mereka.

enggangu pembelajaran mereka. Di samping i

Di samping itu juga, berkongsi

tu juga, berkongsi masalah dengan

masalah dengan

orang yang mereka percayai juga mampu mengurangkan masalah tekanan yang mereka hadapi.

(8)

Rakan-rakan mereka yang terdekat sangat memainkan peranan yang penting bagi mengurangkan

stress yang dihadapi.

Ida Hartina (2003), mengatakan bahawa pihak lain mampu mengurangkan bebanan stress

yang dihadapi oleh pelajar melalui beberapa cara antaranya ialah dengan mengurangkan bebanan

tugas yang diberikan kepada pelajar, pensyarah seharusnya mempunyai masa yang lebih banyak

dengan pelajar mereka, melalui persekitaran belajar yang lebih kondusif dan banyak peluang

untuk bertemu dengan kaunselor bagi berkongsi masalah dan pendapat.

3

3.0.0

_Ke

_Kesimp

_simpu

_ullan

_an

Masalah stress ini perlu ditanggani dengan berkesan agar pembelajaran tidak akan

terganggu.

terganggu. Bagi mengisi

Bagi mengisi pengisian mengenai cara m

pengisian mengenai cara menanggani masalah stress

enanggani masalah stress ini para

ini para pelajar

pelajar

perlu

perlu untuk m

untuk manghadiri

anghadiri kursus

kursus dan

dan seminar

seminar yang

yang berkaitan

berkaitan dengan

dengan stress.

stress. Setiap

Setiap pelajar

pelajar

seharusnya pandai mengatasi masalah stress supaya tidak akan menjejeska pembelajaran mereka.

Pelbagai cara boleh digunakan untuk mengatasi mesalah stress ini dan semuanya bermula dari

dalam diri se

dalam diri setiap pelajar.

tiap pelajar. Masyarakat sekeliling hanya sebagai

Masyarakat sekeliling hanya sebagai pembantu dan pendengar masalah

pembantu dan pendengar masalah

yang dihadapi oleh mereka sahaja tetapi segala tindakan bagi mengatasi masalah stress ini akan

dilakukan sendiri oleh pelajar berkenaan.

Hasil daripada pembacaan jurnal ini dapat disimpulkan terdapat dua cara bagi

menanggani masalah stress y

menanggani masalah stress yang boleh dilakukan oleh setiap

ang boleh dilakukan oleh setiap pelajar.

pelajar. Segala cara yang diambil

Segala cara yang diambil

bagi mengatasi masalah stress ini mempunyai kelebihan dan kelemahanya yang tersendiri dan

ianya bergantung kepada cara bagaimana pelajar itu sendiri yang menanggani masalah stress

yang dihadapi oleh mereka.

(9)

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E. S (1970). Academic pressure on public school students.

n public school students.

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585-587.

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Helping your teenagers deal with stress

with stress.. New York: St Martin's

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LAMPIRAN

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Masalah Pendidikan 2006, Universiti Malaya Masalah Pendidikan 2006, Universiti Malaya 5757

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IIdada HHartartiina Ahna Ahmmeded TTharharbbee

Departmen

Department t of Educational Psychology and of Educational Psychology and CounselingCounseling Faculty of Education

Faculty of Education University of Malaya University of Malaya

Stres berlaku kepada semua orang termasuklah pelajar di institusi Stres berlaku kepada semua orang termasuklah pelajar di institusi pengajian tinggi disebabkan oleh pelbagai jenis cabaran yang timbul pengajian tinggi disebabkan oleh pelbagai jenis cabaran yang timbul semasa proses pembelajaran. Walaupun stres tidak dapat dielakkan, semasa proses pembelajaran. Walaupun stres tidak dapat dielakkan, namun pelajar boleh mempelajari cara menguruskan dan menangani namun pelajar boleh mempelajari cara menguruskan dan menangani stres dengan lebih berkesan, untuk membantu mereka agar lebih stres dengan lebih berkesan, untuk membantu mereka agar lebih

cemerlang dalam pembelajaran. Secara tradisi, individu cemerlang dalam pembelajaran. Secara tradisi, individu lebihlebih berfokuskan strategi pengurusan stres secara reaktif yang mungkin berfokuskan strategi pengurusan stres secara reaktif yang mungkin bersifat membina

bersifat membina atau memudaratkan. Namun, atau memudaratkan. Namun, penyelidikpenyelidik-penyelidik -penyelidik mendapati strategi menangani stres secara

mendapati strategi menangani stres secara proaktif adalah lebihproaktif adalah lebih berkesan dalam mengurangkan kesan stres

berkesan dalam mengurangkan kesan stres sebelum berlakunya sesuatusebelum berlakunya sesuatu peristiwa yang menyebabkan tekanan. Artikel ini membincangkan, peristiwa yang menyebabkan tekanan. Artikel ini membincangkan,

antaranya jenis-jenis stres yang dialami oleh pelajar, pelbagai ciriciri antaranya jenis-jenis stres yang dialami oleh pelajar, pelbagai ciriciri ' coping' secara proaktif dan bagaimana individu lain dapat

' coping' secara proaktif dan bagaimana individu lain dapat membantu pelajar menjadi proaktif dalam usaha menangani stres. membantu pelajar menjadi proaktif dalam usaha menangani stres.

Living life as students in an institution of higher education is never an easy task. Here, Living life as students in an institution of higher education is never an easy task. Here, students will face the harsh realities of life which challenge them not only cognitively but students will face the harsh realities of life which challenge them not only cognitively but emotionally and psychologically as well. Hence stress is not uncommon among students emotionally and psychologically as well. Hence stress is not uncommon among students in higher learning institution

in higher learning institutions. By s. By understanding how these students cope with stress, theunderstanding how these students cope with stress, the parents, lecturers, advisors and administrators can assist students i

parents, lecturers, advisors and administrators can assist students i n managing it.n managing it. Stress has been defined in several ways. D'Aurora a

Stress has been defined in several ways. D'Aurora a nd Firman (1988) defined stressnd Firman (1988) defined stress as an emotional tension rising from life events, or as a feeling of threat to someone's as an emotional tension rising from life events, or as a feeling of threat to someone's safety or self-esteem. Meanwhile, Roney and Cooper (1997) stated that "stress is the safety or self-esteem. Meanwhile, Roney and Cooper (1997) stated that "stress is the reaction people have to excessive pressures and other types of demands placed on them. reaction people have to excessive pressures and other types of demands placed on them. It generally arises when they worry that they are not able t

It generally arises when they worry that they are not able t o cope" (p. 5). o cope" (p. 5). Murdock andMurdock and Scott (1993) defined stress as the imbalance between the perception of demand and the Scott (1993) defined stress as the imbalance between the perception of demand and the perception of the ability to cope with it.

perception of the ability to cope with it.

Despite the various definitions, the fact remains that a person has to cope with stress Despite the various definitions, the fact remains that a person has to cope with stress whenever it arises. Although one cannot eliminate stress, one can learn to monitor and whenever it arises. Although one cannot eliminate stress, one can learn to monitor and manage stress effectively. This will require some stress

manage stress effectively. This will require some stress coping skills. Individuals cancoping skills. Individuals can either react to a stressful event or prepare for the stressful

either react to a stressful event or prepare for the stressful event before it happens. In theevent before it happens. In the former scenario, individuals will most probably use the reactive coping skills to manage former scenario, individuals will most probably use the reactive coping skills to manage the stressful event while in the latter, they use the proactive coping skill to prepare the stressful event while in the latter, they use the proactive coping skill to prepare themselve

themselves for s for the effect of the stressful event. This article will discuss stress athe effect of the stressful event. This article will discuss stress a nd copingnd coping among students and how others can help the students to become more proactive in coping among students and how others can help the students to become more proactive in coping with stress.

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58 Masalah Pendidikan 2006, Universiti Malaya Masalah Pendidikan 2006, Universiti Malaya

Stre

Stressss:: TypTypeess andandCC_lla_assi_ssif_f ic_icat_atio_ion_n

Although we often speak of stress in a

Although we often speak of stress in a negative mannenegative manner, it r, it is helpful to know that thereis helpful to know that there are two types of stress, namely good stress and bad stress. Good stress is also known as are two types of stress, namely good stress and bad stress. Good stress is also known as eustress. According to Davidson (1999)

eustress. According to Davidson (1999) such stress provides stimulation and challengesuch stress provides stimulation and challenge and is essential to development, growth and change. Good stress can also be related and is essential to development, growth and change. Good stress can also be related to motivation, without which human beings will not strive to achieve greater heights. to motivation, without which human beings will not strive to achieve greater heights. Meanwhile, the bad stress or distress makes one anxious and irritable, dampens the spirit Meanwhile, the bad stress or distress makes one anxious and irritable, dampens the spirit and shortens one's life (Davidson, 1999), due to its

and shortens one's life (Davidson, 1999), due to its adverse psychological and physicaladverse psychological and physical effects. For the purpose of discussion in t

effects. For the purpose of discussion in t his article, stress will refer to bad stress his article, stress will refer to bad stress or or distress.

distress.

Charles (2000) categorizes stress into four Charles (2000) categorizes stress into four types:types:

1. Anticipatory stress or stress caused by concern over

1. Anticipatory stress or stress caused by concern over the future. Anticipatorythe future. Anticipatory stress can be

stress can be negative if it causes unnecessary anxiety. However, anegative if it causes unnecessary anxiety. However, a nticipatonticipatoryry stress can be productive if a person takes the initiative to plan for the future stress can be productive if a person takes the initiative to plan for the future as a

as a result of anticipating any stressful event.result of anticipating any stressful event. 2. Situational stress or stress of the

2. Situational stress or stress of the momentmoment. This t. This type of stress comes together ype of stress comes together with the event and requires immediate management. Managing it effectively with the event and requires immediate management. Managing it effectively means keeping the pressures of the moment at a challenging but containable means keeping the pressures of the moment at a challenging but containable level. The failure to manage situational stress immediately might result in the level. The failure to manage situational stress immediately might result in the other types of stress -

other types of stress - chronic or residual stress.chronic or residual stress.

3. Chronic Stress or stress that persists over time. It might be the result of the 3. Chronic Stress or stress that persists over time. It might be the result of the inability to cope effectively or a tough experience over which an individual inability to cope effectively or a tough experience over which an individual has no control such as death or loss of a loved one or an accident.

has no control such as death or loss of a loved one or an accident. 4. Residual stress or stress of

4. Residual stress or stress of the past. It represents the inability or unwillingnessthe past. It represents the inability or unwillingness to let go of old hurts or bad memories. Individuals who tend to repress their to let go of old hurts or bad memories. Individuals who tend to repress their feelings have the tendency to experience residu

feelings have the tendency to experience residual stress due al stress due to the failure toto the failure to face reality.

face reality.

Stress results from positive and negative events. Holmes and Rahe (1967) have Stress results from positive and negative events. Holmes and Rahe (1967) have developed a scale called the Social Readjustment Rating Scale w

developed a scale called the Social Readjustment Rating Scale w hich measures the lifehich measures the life events which are likely to produce stress. The scale includes both positive and negative life events which are likely to produce stress. The scale includes both positive and negative life events. All of these events, whether positive or negative, involve changes which require events. All of these events, whether positive or negative, involve changes which require a period of readjustment for the individual. This scale implies that stress is unlikely the a period of readjustment for the individual. This scale implies that stress is unlikely the result of a single event but rather a combination of several events which occur in a limited result of a single event but rather a combination of several events which occur in a limited period. The inability of a person to cope

period. The inability of a person to cope with all these stressors at once will lead towith all these stressors at once will lead to harmful stress.

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Stud

Studyy and Streand Stressss

Virtually no one feels free from stress and each of us defines stress somewhat differently Virtually no one feels free from stress and each of us defines stress somewhat differently (Youngs, 1986). Studying can be as stressful as

(Youngs, 1986). Studying can be as stressful as working. However, stress in learning isworking. However, stress in learning is also a subjective phenomenon. For some students, making a presentation in front of the also a subjective phenomenon. For some students, making a presentation in front of the class is not stressful while, for

class is not stressful while, for others, it is the end of others, it is the end of the world. Some students consider the world. Some students consider quizzes as good challenges to their potential while others find them hard to handle. In quizzes as good challenges to their potential while others find them hard to handle. In other words, how one labels, interprets, thinks about and r

other words, how one labels, interprets, thinks about and r eacts to events in one's life haseacts to events in one's life has a lot to do with determining whether those events are stressful (Corey & Corey, 1997). a lot to do with determining whether those events are stressful (Corey & Corey, 1997). Moreover, students who prepare themselves for

Moreover, students who prepare themselves for such events are such events are most likely to experiencemost likely to experience less stress than those who fail to do so.

less stress than those who fail to do so.

Many students reported experiencing stress during their studies. O

Many students reported experiencing stress during their studies. O ne of the causesne of the causes of stress a

of stress among college and university students is ineffective time management. Qualitymong college and university students is ineffective time management. Quality time is something often neglected by students whether good or average. The so-called time is something often neglected by students whether good or average. The so-called good students often over-scheduled their time for

good students often over-scheduled their time for study-related tasks while others underscheduledstudy-related tasks while others underscheduled their precious time with unproductive activities thus increasing their stress

their precious time with unproductive activities thus increasing their stress level. A study by Samsiah Jayos (2005)

level. A study by Samsiah Jayos (2005) among 155 matriculatioamong 155 matriculation students found that 91n students found that 91 percent of the students regard not having enough time for revision as the main source of percent of the students regard not having enough time for revision as the main source of

stress. Meanwhile, 65.2 percent argued that they do not have enough time to complete stress. Meanwhile, 65.2 percent argued that they do not have enough time to complete assignments. Is this the sign of work overload or ineffective time management?

assignments. Is this the sign of work overload or ineffective time management? Academic workload is undoubtedly another source of stress for students. The same Academic workload is undoubtedly another source of stress for students. The same research reported that too many assignments and too many subjects to be taken have research reported that too many assignments and too many subjects to be taken have caused stress for 73.5 percent and 72.3

caused stress for 73.5 percent and 72.3 percenpercent of tt of the students respectively (Samhe students respectively (Samsiahsiah Jayos, 2005). Peach (1991) had studied 240 students in

Jayos, 2005). Peach (1991) had studied 240 students in Tennessee and found that 65Tennessee and found that 65 percent of female students and 56 percent of male students experience academic stress percent of female students and 56 percent of male students experience academic stress

due to assignment workloads. Similarly, a research study on 94 students of an i

due to assignment workloads. Similarly, a research study on 94 students of an i nstitutenstitute in South Alberta found that among the stressors for both female and male students is in South Alberta found that among the stressors for both female and male students is academic workload (Arthur & Hiebert, 1994).

academic workload (Arthur & Hiebert, 1994).

Another famous stressor among students is the expectation of academic achievement. Another famous stressor among students is the expectation of academic achievement. This includes the expectation of examination performance and expectation of the This includes the expectation of examination performance and expectation of the

academic results. A survey conducted by West and Wood (1970) reported that 65 percent academic results. A survey conducted by West and Wood (1970) reported that 65 percent of 331 students in nine American high schools experience stress just by t

of 331 students in nine American high schools experience stress just by t hinking about thehinking about the examinati

examination before they actually sit on before they actually sit for it. Meanwhile, 59 for it. Meanwhile, 59 percent of the students expressedpercent of the students expressed that low achievement in the examination also causes a high level of stress. If high school that low achievement in the examination also causes a high level of stress. If high school examinations imposed so much stress, how would it be for university examinations? examinations imposed so much stress, how would it be for university examinations? The list of stressors is e

The list of stressors is endless. Research conducted by Ida Hartina Ahmed Tharbendless. Research conducted by Ida Hartina Ahmed Tharbe

(2003) using the Social Readjustment Rating Scale (Holmes & Rahe, 1967) on 58 subjects (2003) using the Social Readjustment Rating Scale (Holmes & Rahe, 1967) on 58 subjects identified seve

identified several changes in lifestyle as the cause ral changes in lifestyle as the cause of stress for students. Among theof stress for students. Among the changes are: the change in eating habit (66 percent), change in sleeping and living habit changes are: the change in eating habit (66 percent), change in sleeping and living habit (64 percent respectively), change in social activities and change in

(64 percent respectively), change in social activities and change in financial status (50financial status (50 percent respective

percent respectively). Using tly). Using the Teen Scene: Stress Test he Teen Scene: Stress Test (Youngs, 1986) the sa(Youngs, 1986) the sa me researchme research found other stressors which include: not performing as well as expected (66 percent), found other stressors which include: not performing as well as expected (66 percent), putting too much hope on oneself (64 percent), not being as popular as one wanted (56 putting too much hope on oneself (64 percent), not being as popular as one wanted (56 percent), fear of being let down by friends (56

percent), fear of being let down by friends (56 percenpercent) and peer pressure (50 t) and peer pressure (50 percent).percent).

60

60 Masalah Pendidikan 2006, Universiti Malaya Masalah Pendidikan 2006, Universiti Malaya

Therefore, it is relatively true to say that stress is not merely caused by a single event but Therefore, it is relatively true to say that stress is not merely caused by a single event but rather by a

rather by a combination of life events.combination of life events.

Perhaps one of the obvious flaws in stress management among students, besides time Perhaps one of the obvious flaws in stress management among students, besides time managem

management, is the inability to plan for ent, is the inability to plan for upcoming obstacles in the study process. Studentsupcoming obstacles in the study process. Students should foresee challenges and problems and prepare themselves for

should foresee challenges and problems and prepare themselves for anticipatoanticipatory stressry stress which is more manageable. They can gather information on possible stressors through which is more manageable. They can gather information on possible stressors through

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various ways including discussion with their seniors, advisors, lecturers, counselors and various ways including discussion with their seniors, advisors, lecturers, counselors and other resources in the university. However, many students are unaware of the need to other resources in the university. However, many students are unaware of the need to prepare in advance for academic challenges. This will lead to reactive stress coping style prepare in advance for academic challenges. This will lead to reactive stress coping style once they experience situational stress. If the students fail to manage the situational stress once they experience situational stress. If the students fail to manage the situational stress effective

effectively, it ly, it may later lead to residual may later lead to residual or chronic stress.or chronic stress.

Frustration, conflict, change and pressure have been identified by Weiten and Lloyd Frustration, conflict, change and pressure have been identified by Weiten and Lloyd

(1994) as the main elements of psychological stress. Continuous stress can result in burnout (1994) as the main elements of psychological stress. Continuous stress can result in burnout among students; the students usually feel emotionally exhausted and l

among students; the students usually feel emotionally exhausted and l ose interest in their ose interest in their studies, thus neglecting their pursuit of excellence. In other words, numbers of higher studies, thus neglecting their pursuit of excellence. In other words, numbers of higher education dropouts may increase if students do not learn effective stress management. education dropouts may increase if students do not learn effective stress management. According to Corey and Corey (1997), the problem with students is that they do not notice According to Corey and Corey (1997), the problem with students is that they do not notice the warning signs that they have pushed themselves to the breaking point. They give too the warning signs that they have pushed themselves to the breaking point. They give too much time to their studies and assignments that they fail to realize the importance of much time to their studies and assignments that they fail to realize the importance of maintain

maintaining relationships and ing relationships and spending some leisure time spending some leisure time for themselvesfor themselves ..

What

What isis PrProoaaccttiviveeCC_opi_oping?_ng?

Compas (1987) denned coping as any effort used in res

Compas (1987) denned coping as any effort used in res ponse to a stressful event. It can beponse to a stressful event. It can be manifested behaviorally, cognitively or emotionally. The type of coping method used will manifested behaviorally, cognitively or emotionally. The type of coping method used will determine whether stress will have negative or positive psychological effects. Not everyone determine whether stress will have negative or positive psychological effects. Not everyone knows how to cope effectively with stress. Some might leam coping skills from previous knows how to cope effectively with stress. Some might leam coping skills from previous experiences while others might have to resort to trial and error experimentation.

experiences while others might have to resort to trial and error experimentation. For effective stress management, one may use the reactive or the proactive coping For effective stress management, one may use the reactive or the proactive coping methods. People are mainly more familiar with reactive coping methods whereby we methods. People are mainly more familiar with reactive coping methods whereby we react in a certain way when a stressful event occurs. Although the reactive coping skill react in a certain way when a stressful event occurs. Although the reactive coping skill has been argued as being less effective, it can help to manage stress significantly if it is has been argued as being less effective, it can help to manage stress significantly if it is done constructively. Weiten and Lloyd (1994) identified constructive coping as behavioral done constructively. Weiten and Lloyd (1994) identified constructive coping as behavioral reaction to stress that tends to be relatively healthy or adaptive.

reaction to stress that tends to be relatively healthy or adaptive. According to Corey and Corey (1997, p. 218)

According to Corey and Corey (1997, p. 218) constructive coping skillconstructive coping skills have thes have the following

following characteristiccharacteristics:s:

a) Involves direct confrontation with a

a) Involves direct confrontation with a problemproblem;; b) Entails staying in t

b) Entails staying in t une with reality;une with reality;

c) Based on an accurate and realistic appraisal of a stressful situation rather than c) Based on an accurate and realistic appraisal of a stressful situation rather than distortion of reality;

distortion of reality;

d) Involves learning to recognize and i

d) Involves learning to recognize and i nhibit harmful emotional reaction to stress;nhibit harmful emotional reaction to stress; e) Entails a

e) Entails a consciouconscious and s and rational effort to evaluate alternative courses of arational effort to evaluate alternative courses of a ction;ction; and

and

f) Is not dominated by wishful or dysfunctional thinking. f) Is not dominated by wishful or dysfunctional thinking.

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A more effective method of stress coping has been identified as the proactive coping A more effective method of stress coping has been identified as the proactive coping method. Proactive coping strategy is multidimensional and forward looking as

method. Proactive coping strategy is multidimensional and forward looking as it integratesit integrates processes of personal quality of

processes of personal quality of life management with those of self-regulatory goallife management with those of self-regulatory goal attainme

attainment (Grnt (Greengleenglass, ass, 2001). Greenglass also 2001). Greenglass also differentidifferentiates between the ates between the characteristicharacteristicscs of reactive and proactive coping as follows:

of reactive and proactive coping as follows:

a) Traditional or reactive coping mostly deals with

a) Traditional or reactive coping mostly deals with stressful events that alreadystressful events that already occurred with the aims of compensating for loss or harm in the past; proactive occurred with the aims of compensating for loss or harm in the past; proactive coping is more future orientated and consists of efforts to build up general coping is more future orientated and consists of efforts to build up general resources that facilitate promotion of challenging goals and personal growth. resources that facilitate promotion of challenging goals and personal growth. b) Reactive coping is regarded as risk management; proactive coping involves goal b) Reactive coping is regarded as risk management; proactive coping involves goal

managem

management whereby individuals see risent whereby individuals see ris ks, demands and opportunities in tks, demands and opportunities in t hehe future but they do not appraise them as threat, harm or loss.

future but they do not appraise them as threat, harm or loss.

c) Reactive coping emanates from risk appraisal whereby environmental demands c) Reactive coping emanates from risk appraisal whereby environmental demands are appraised as threats; the motivation for proactive coping is positive since it are appraised as threats; the motivation for proactive coping is positive since it derives from perceiving situations as

derives from perceiving situations as challenging and stimulating.challenging and stimulating.

Although both reactive and proactive coping are useful, reactive coping is only Although both reactive and proactive coping are useful, reactive coping is only suitable for situational, chronic and residual stress w

suitable for situational, chronic and residual stress w hile proactive coping method alsohile proactive coping method also includes the management of anticipatory stress.

includes the management of anticipatory stress.

Are

AreOO_{ur Student}_{ur Studentss Pr}_Pro_oa_accttiv_ive?_e?

Our students face challenges everyday. They are

Our students face challenges everyday. They are struggling with assignments, attendingstruggling with assignments, attending lectures and seminars,

lectures and seminars, preparing for class preparing for class presentationpresentations, pars, participticipating in ating in co-curricuco-curricular lar activit

activities and many other related tasks. Aies and many other related tasks. A part from all these, they are also trying topart from all these, they are also trying to negotiate the period of transition into adulthood. The combination of these life events negotiate the period of transition into adulthood. The combination of these life events places a great deal of stress upon them. Therefore it is highly beneficial for students to be places a great deal of stress upon them. Therefore it is highly beneficial for students to be proactive in their daily life.

proactive in their daily life.

The process through which people anticipate or detect potential stressors and act The process through which people anticipate or detect potential stressors and act in advance to prevent them can be seen as a

in advance to prevent them can be seen as a proactive behavioproactive behavior (Greenglass, Schwarzer,r (Greenglass, Schwarzer, Jacubiec, Fiksenbaum

Jacubiec, Fiksenbaum, & , & Taubert, 1999) and it iTaubert, 1999) and it is potentially useful in eliminating as potentially useful in eliminating a great deal of stress before it happens. Students with proactive coping style tend to face great deal of stress before it happens. Students with proactive coping style tend to face fewer problems in their studies s

fewer problems in their studies s ince they are well ince they are well prepared for adverse events. Proactiveprepared for adverse events. Proactive students know how to plan strategies to help them reduce the effect of stress. At the students know how to plan strategies to help them reduce the effect of stress. At the same time, they will make full use of available resources around them. They do not see same time, they will make full use of available resources around them. They do not see themselves as victims of the situation and do not put the blame on something or someone themselves as victims of the situation and do not put the blame on something or someone else. Cognitively, proactive coping involves re

else. Cognitively, proactive coping involves re flection including envisioning successflection including envisioning success scenarios, anticipating future problems, planning how to deal with the situation and taking scenarios, anticipating future problems, planning how to deal with the situation and taking preventive steps to avoid disaster (G

preventive steps to avoid disaster (G reenglass, Schwarzer, & Taubert, 1999).reenglass, Schwarzer, & Taubert, 1999). Schwarzer (1999) listed the personality characteristics of proactive individuals as Schwarzer (1999) listed the personality characteristics of proactive individuals as follows:

follows:

a) They believe that they

a) They believe that they possess sufficient resources, both internal and external;possess sufficient resources, both internal and external; b) They take responsibility for their own growth, including responsibility for past b) They take responsibility for their own growth, including responsibility for past

events and responsibility for their future actions; events and responsibility for their future actions;

c) They are driven by values and principles whereby they choose their path of c) They are driven by values and principles whereby they choose their path of action accordingly