CHAPTER II

Review of Related Literature

A. Foreign Studies

College Students, especially freshmen, are a group particularly prone to stress (D’Zurilla & Sheedy, 2001) due to the transitional nature of college life (Towbes &Cohen, 2003). They must adjust to being away from home for the first time, maintain a high level of academic achievement, and adjust to a new social environment. College students, regardless of year in school, often deal with pressures related to finding a job or potential life partner. These stressors do not cause anxiety or tension by themselves. Instead, stress results from the interaction between stressors and the individual’s perception and reaction to those stressors (Romano, 2002). The amount of stress experienced may be influenced by the individual’s ability to effectively cope with stressful events and situations (D’Zurilla & Sheedy, 2001). If stress is not dealt with effectively, feelings of loneliness and nervousness, as well as sleeplessness and excessive worrying may result (Wright, 2000). It is important that stress intervention programs be designed to address stress of college students. However, in order to design an effective intervention, the stressors specific to college students must be determined (Wright, 2000). The dynamic relationship between the person and environment in stress perception and reaction is especially magnified in college students. The problems and situations encountered by college students may differ from those faced by their non-students peers (Hirsh & Ellis, 2006). The environment in which college students live is quite different. While jobs outside of the university setting involve their own sources of stress, such as evaluation by superiors and striving for goals, the continuous evaluation that college students are subjected to such as weekly tests and papers, is one which is not often seen by non-students (Wright, 2000). The pressure to earn good grades and to earn a degree is very high. Earning high grades is not the only sources of stress for college students. Other potential sources of stress include excessive homework, unclear assignments, and uncomfortable classrooms. In addition to academic requirements, relations with faculty members and time pressures may also be sources of stress. Relationships with family and friends, eating and sleeping habits, and loneliness may affect some students adversely.
B. Local Studies
The interrelationship among academic stress, terror professors, time management. Time management behaviors had a greater buffering effect on academic stress than terror professors and Schoolworks. Significant gender differences existed among all the measures. Females had more effective time management behaviors than males, but also experienced higher academic stress and anxiety. Males benefited more than females from leisure activities. Freshmen and sophomore students had higher reactions to stress than juniors and seniors. Terror professors, time management, and too much schoolworks were all predictors of academic stress in the multivariate analysis. Time management in conjunction with schoolworks may be an effective strategy for reducing academic stress in college students.
The concept of time management is generally defined in terms of clusters of behavior that are deemed to facilitate productivity and alleviate stress. Effective time management strategies increase academic performance and are frequently suggested by academic assistance personnel as aids to enhance achievement for college students. Productive study methods are characterized by "time management" and "strategic studying". Although programs emphasize starting large tasks well before due dates, breaking down large tasks into small ones, and doing small tasks on a regular schedule, students regularly ignore these techniques and find themselves in great distress before exams.

C. Foreign Researchers A disturbing trend in college student health is the reported increase in student stress nationwide (Sax, 2001). Stressors affecting students can be categorized as academic, financial, time or health related, and self-imposed (Goodman, 2002). Academic stressors include the student's perception of the extensive knowledge base required and the perception of an inadequate time to develop it. Students report experiencing academic stress at predictable times each semester with the greatest sources of academic stress resulting from taking and studying for exams, grade competition, and the large amount of content to master in a small amount of time. When stress is perceived negatively or becomes excessive, students experience physical and psychological impairment (Murphy & Archer, 2003). Methods to reduce stress by students often include effective time management, social support, positive reappraisal, and engagement in leisure pursuits. Leisure satisfaction is defined as the positive feeling of contentment one perceives as a result of meeting personal needs through leisure activities (Seigenthaler, 2001). Although relationships among some leisure domains and perceived stress have been studied in a variety of settings involving retirees to school-related settings, relationships between leisure satisfaction and academic stress of college students have not been addressed directly. The only scientific research that specifically related leisure satisfaction to academic stress was that of Ragheb and McKinney (2005), who established a negative association between academic stress and leisure satisfaction. A limitation of this study, however, was that it measured academic stress using seven items that were extracted inclusively from occupational stress inventories.
D. Local Researchers
A supervisory relationship, like any other relationship, can encounter problems from time to time which you may find difficult to cope with. You may have difficulties with your supervisor for a variety of personal, study-related or administrative reasons. It can often be difficult to broach the subject with your supervisor because of the unequal and often imbalanced nature of the supervisory relationship. (Rowel Manlangit, 2006). You can get caught in a pattern of behaviour that often leads to increased pressure and sometimes burnout (lack of motivation, depression, isolation, loss of confidence). The academic pressure pattern becomes self-perpetuating because the more you work to get away from the pressure the more you find yourself in the cycle. The only way on avoiding burnout and stress in schoolworks is by time management. (Maricel Bustamante, 2003).