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Putwain (2011) conducted a study that focused on the examination stress experienced by secondary students preparing for their General Certificate of Secondary Education Examinations. This research aimed at understanding the subjectivity of examination stress in students preparing for their GCSE examination and was specifically interested in four key factors identified by Denscombe (2000) and Putwain (2009), namely: aspirations, importance of GCSEs, self-worth and pressures from others. In addition, it also explored the gendered nature of examination stress mentioned by Jackson (2006). The study reveals that consideration of examination as stressful was idiosyncratic among the students. Eight distinct elements of examination stress were identified: the anticipation of failure, valuing academic achievement, poor competence beliefs, a personal predisposition to view events as threatening, workload or the lack of control over it, unfavoured assessment formats, thorough effort and preparation for forthcoming examinations, and whether ability was viewed as fixed or incremental. Gendered aspects of examination stress were also highlighted in how examinations were talked about and in subject specific competency beliefs. To the extent that this study is exploratory, findings of this research provide insights into the importance of understanding the subjective nature of examination stress experienced by GCSE candidates. However, several limitations must be considered in interpreting the study findings. The article makes a case for studying this phenomena drawing from a number of convincing sources that include journal articles as well as academic books. But only two of these [Denscombe (2000) and Putwain (2009)] are highlighted as direc... ... middle of paper ... ...son between one male and one female student. These two were interviewed approximately two months apart (female student: beginning of spring term, male student: mid point of autumn term). The time gap might pose an issue with the reliability of such inference as well (Denzin and Lincoln, as in Cohen, Manion and Morrison, 2007, p. 148) In summary, it has to be admitted that the current research is far from being conclusive. Future studies should be undertaken utilizing better measures and a well explained sampling procedure to improve our understanding about the examination stress faced by the GCSE student. Despite some deficiencies in the methodology, to the extent this article is exploratory, i.e. trying to investigate an emerging issue, the study has provided some insights to account for the examination stress experienced by students preparing for their GCSEs.
Powell, Kathryn. "Stressed and Obsessed Part 5: The Effects of Stress on Student Life | Online Gargoyle." Gargoyle RSS. 3 May 2013. Web. 11 May 2014.
Influences on Differences between Men and Women." Research in Higher Education. 48.6 (2007): 669-694. Web. 9 Apr. 2014.
Jones, F, Bright, J, Clow, A (2001). Stress: myth, theory and research. Essex: Pearson Education Limited. p. 12.
...ife and we all thrive under a certain amount of stress. Deadlines, competitions, examinations, confrontations and even our frustrations and sorrows add depth and enrichment to our lives. Our goal is not to eliminate stress but to learn how to manage it and how to use it to help us. Feelings of stress and anxiety are inevitably going to develop in students. Teachers should be able to identify symptoms and sources of stress and anxiety in students. They should be aware of various strategies that can be applied to minimize the detrimental effects of stress and anxiety. Their focus should be on the development of coping mechanisms in students so that they are able to channelize their stresses and anxieties productively. Every teacher is required to find the optimal level of stress for each student which will motivate but not overwhelm individual for maximal benefit.
This article hasn’t provided an introduction; however a lengthy summary of the study which identifies the problem, purpose and rationale for the research study has been provided in the background. The introduction should give the reader a general sense of what the document is about, and preferably persuade the reader to continue reading. This prepares the reader for reading the rest of the document (Burns & Grove, 2001 p.636; Nieswiadomy, 2008 p.380; Stockhausen and Conrick, 2002).
Every man did not escape the pressures of life. This coincides with the idiom, not the earth where the rain and stormy seas that do not. However, the strain varies its level. Stress in adults may result think family problems, financial or career, while teenagers are facing pressure may be related to education, relationships with friends or family-related problems. For some people, stress may bring success and happiness in life, while others consider stress as a source of misery and suffering to the pressures that led to the end of life. As a student, I was not spared from the stress caused by various factors, especially factor studies. Therefore, before too late, I have taken steps to deal with stress. As we know, there are various types of stress including financial difficulties, long wait, and domestic conflict, due to bullying, low self-esteem, work load, physical illness, traffic jam, environment uncomfortable and tragedy.
As students, we experience many academic daily tasks such as projects, quizzes, homework and exams, that can increase the level of our stress. The academic stressor stems from the will of students to get high achievements and succeed. As a result, coping with stress during college is an issue that most of the students need to face. The objective of the current study is to examine the distinction between Israeli and International students in the way they cope with academic pressure. Prior studies found a difference in coping with academic stress among students who come from a variety of cultures and backgrounds.
Research has shown that test anxiety currently exists for students in college. The education sector is one of the main areas faced with this problem. Students normally find it hard to cope with this kind of situation (Whipple, 1987). Test anxiety has caused fever in the education sector and people are struggling to make information understandable to students and learn how to manage it. Following the recent studies, test anxiety has been related to situations where students want to either sit for an examination or perform on stage, further test anxiety is common in places where one is supposed to perform and produce results (Watson and Driver, 1983).
Stress is something that every person has to inevitably face in life from time to time. For graduate students, it is even more relentless. As a student, they have to focus more on attaining promising results to be awarded with a
...ons of College and Experiences of Stress Prior to and Through the College Career.” College Student Journal 47.4 (2013): 635-643. OmniFile. Web. 19 March 2014.
While some people can deal with such events effectively, others often fail to. Likewise university students also go through a lot of stress. This period is accepted as the time in which various difficulties are faced from academic work to uncertainty of what the future holds; from inter personal relations to romantic relations; from self problems to family issues among others. Research has showed that 75% of college or university students perceive themselves as moderately stressed and 12% as highly stressed (Pierceal & Keim, 2007). However, the focus on the wellbeing of the students seemed to be limited to physical health whilst not much is been done in the area of their psychological wellbeing.
Stress is a pressure exerted on people. Nowadays, stress cannot be avoided. Mostly, students are usually affected by stress. One of the biggest factors of students’ academic performance is stress. According to the researchers at the University of Minnesota’s Boynton Health Service, 69.9 percent of students are stressed and 32.9 percent of students are hurting their academic report due to stress. Students who affected with stress got an average GPA of 2.72. On the other hand, students who did not affect with stress get an average GPA of 3.3. Most of the students are studying hard but they have stress. If they have stress, they cannot get good grades in exam as they expected. If there is no stress, thay can easily get good grades in the exam. Studying without stress is better than that with stress. It is easier to memorize the lessons. It is clear that how stress affect on students’ academic study.
The academic pressure is one of the major stress factors in my life. The academic environment is very competitive and everyone wants to be the best. Not only are am I competing with my peers, I am also competing with myself. I always want to exceed my expectations. Which can cause me to become anxious at times. The academic pressure has many sublevels to it. Making excellent grades, homework, projects, essays, online work, class scheduling, exams, and many other aspects that are involved with school.
of stress mean is to offer a discussion on stress and how it can prevent students from being successful in fulfillment of their
One of the main causes of exam-related stress is the pressure on students to excel in the exams academically. Pressure can be placed on the student by family or friends, as well as by the student themselves. Pressure placed on the student by family members is often the result of parents wanting their children to achieve better results than they did, causing unnecessary stress on the student. Fear of disappointing family members also causes high levels of stress for the student.