Hin Hua High School S2 Canberra Student Perceptions On The Effect Of stress Towards Students Especially During The Pandemic With Online Learning

Hin Hua High School S2 Canberra Student
Perceptions On The Effect Of

Stress Towards Students Especially During The
Pandemic With Online Learning

Goo Si Ying (16)
Ng Yin Qian (19)
Chang Zi Sian (23)
Low Le Ying (25)

S2 Canberra
Teacher: Mrs Sastina Rajenikanthen

Hin Hua High School

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TABLE OF CONTENTS

ABSTRACT 3

1.INTRODUCTION 4
1.1 Background to the study 4
1.2 Statement of Problems 4
1.3 Purpose of research 5
1.4 Research Question 5
1.5 Significance of the study 5
1.6 Limitation of the Study 5

2.LITERATURE REVIEW 6

3.METHODOLOGY 9
3.1 Introduction 9
3.2 The respondents 9
3.3 Instrumentation 9
3.4 Procedure 9
3.5 Data Analysis 9

4.FINDINGS 10

Chart 4.1: Students' responses on having stress. 10

Chart 4.2: Students' perspective on online learning makes them feel more stressed. 11

Chart 4.3: Students’ perspective on whether stress becomes their motivation. 12

Chart 4.4: Students perspective on releasing stress. 12

Chart 4.5: Students perspective of the amount of assignments. 13

Chart 4.6: Students perspective of ‘sleep time’ during the online learning period. 14

Chart 4.7: Students' perspective on parents giving stress. 14

Chart 4.8: Students’ responses on stress affecting their life. 15

Chart 4.9: Students’ perspective on the reasons for their stress. 15

Chart 4.10: Students’ perspective on the possible solutions to relieve stress. 16

Chart 4.11:Student perspective on having other possible solutions other than the choice

given. 17

Chart 4.12: Students perspective on whether the possible solutions given were effective

or not. 18

5.DISCUSSION 18
5.1 Recommendation 19

6.CONCLUSION 20

7.REFERENCE LIST 21

8.APPENDIX 21
8.1 Appendix 1 22
8.2 Appendix 2 26

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ABSTRACT

In this study, the researchers have introduced the effect of stress towards students in Hin Hua
High School. The aim of this research is to raise awareness on the effect of stress and to be
known that even students have stress. Most people think that stress is nothing for students as
the only thing they do is learn. However, truth to be told, learning is not easy and to say for
teenagers.Stress affects one dearly and to not be managed when expected, the result could be
spectacularly lethal. By introducing the effect of stress and seeking perceptions of students on
it, students can gain familiarity with it and would then know how to deal with stress.
Therefore, this study aims to investigate HHHS S2 Canberra students' perceptions on the
effect of stress towards students especially during the pandemic with online learning since it
is what the world is going through now. Quantitative research method was employed in this
study, more specifically Google form. Overall the findings have stated clearly that students
do indeed have stress and there are multiple ways to relieve stress or if not turn stress into
motivation.
Keywords: Stress, Students, Motivation, Raise awareness, Online learning, Pandemic,
Academic performance.

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CHAPTER 1

INTRODUCTION

1.1 Background to the study

Since the early days, the factors of stress have always been immensely diverse to different
age groups. So the need for physiological help has risen drastically in order to figure out the
core factors of stress and how to demolish it, making psychology a career that is widely
known by people.

Though the stress factors are possibly limitless yet studies about stress have shown that
different age groups will face different stress factors in each stage. The fact that even students
could have a mental breakdown by stress has shown how competitive the civilization has
become and how brutal it is in front of beneficials values. Even in the times now, the
pandemic.

Life in the pandemic is full of boredom and ironically, time. Normally,people in this modern
civilization would not have the time for them to think about what they are doing,like a
gearwheel, non-stopping doing their work, no time for relaxation.Therefore,created immense
stress.With the pandemic, they were given reason to stop, but life are not giving them time to
breathe.They were thrown with challenges such as economical issues.Stress are also
forged.On the other hand, even there are situation where they have time,people do not know
what to do in their lives.They had lost their rhythm, making them lose their way in their
well-scheduled railtrack and again creating stress.What we are trying to say is stress are not
fading with people slowing down or in any matter of fact,The problem with stress is always
there waiting for people to realize it,even when there is not a pandemic occurring, but with
this pandemic, stress were emphasized.

1.2 Statement of Problems

Hin Hua High School is a school consisting of different subjects and multiple co curricular
activities, providing students the luxury of choice yet it is also causing them to have more
workload. By getting early and having consecutive lessons. Students' lifestyles have slowly
converted into a much busier schedule than they had so now they don't have the luxury of
relaxation. The constant act of getting pressure down by homeworks, projects and grades etc.
have erected a wall of pressure on Hin Hua High School S2 Canberra’s students, making

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them feel like they are suffocating even in such difficult times as now, it never stops. This
will affect their health and academic performance inadvertently.

1.3 Purpose of research
Our aim in the study is to find out the factors of stress among the S2 Canberra

students, and we want to explore whether they are getting more stress when studying at
home. A bit of stress can be a really good motivation for them to work on their academics.
However, when the stress level is excessive, it may bring harm to one’s mental health. Thus,
we also hope to find out ways they relieve their stress during this pandemic period.

1.4 Research Question
1) What are the factors that contribute to stress among S2 Canberra students?
2) What are the possible solutions to relieve stress?

1.5 Significance of the study
This study can help make a contribution for further improvement in understanding the stress
level of students today. It is also to inform students that there are multiple ways to reduce
stress healthily and to assure them that it's perfectly fine for students to get stressed or to let
them know the intimidation of stress. As for the school, this study would enable them to get
to know their students in depth. The school would get a genuine response from the students
on stress. The research finding would also give some suggestions for further improvement.
Stress will bring benefits and harm to our life and we have to face it.

1.6 Limitation of the Study
One limitation of this study is the sample, which is S2 Canberra.The same research conducted
in different schools, at a bigger level- probably generated different findings and conclusions.
This study focus on the effect of stress towards Hin Hua High School S2 Canberra students
especially during the pandemic with online learning. Hence, we are not able to confirm
whether the same situation is happening on the other students except S2 Canberra’s students,
or are they facing the same problems as we were just studying on this particular student.

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CHAPTER 2

LITERATURE REVIEW

Constant worry to the degree to which we feel overwhelmed or unable to cope as a result of
pressures that are unmanageable is what we call stress. Though we know the feeling of stress
but we do not know what is causing it, the stress factors and we have no idea how to solve it
even in times of pandemic.Proving the importance of our research. The following five
literature reviews highlight many key aspects of stress factors and the key to relieve stress,
the respective articles are stress brings positive impacts on individuals, why stress happens
and how to manage it, good stress, bad stress, academic stress and it sources among
university students and lastly academics stress and mental health among high school students.

According to Good Stress, Bad Stress (2021), stress is an inevitable part of life, but we can
improve the way you respond to stress and avoid or change some of the situations that create
negative stress. Besides, we know that the stress that’s beneficial and motivating is a good
stress but stress that causes anxiety and even health problems is a bad stress. According to
experts, stress is a burst of energy that basically advises you on what to do. Stress is
everywhere in our life. If we think of the stress on the positive side, we can find out that
stress could change our life sometimes. We should make good use of these stresses because it
can motivate us to reach our goals. Besides, stress is also a vital warning system, producing
the fight-or -flight response and researchers believe that stress can help to fortify the immune
system. Stress is key for survival, but too much stress can be detrimental as stated in the
article.Through this research, researchers could easily indicate which stress is good or bad, in
other words which is beneficial. In the result, making people have a better understanding of
what stress they are having and make them capable of coming to realise which stress they are
facing.

In the article ‘Academic Stress and its Sources Among University Students’, parents and
institutions relentlessly instill the fear of failure which affects children’s self-esteem and
confidence. Ang & Huan (2006) reported increased expectations as one of the factors
responsible for increased stress levels. Academic stress has been identified as the primary
cause of the bureau registered 1.8% students who committed suicide due to failing in
examinations and an 80% rise in suicide rates during a one-year time frame. Lee & Larson
(2000). This indicates that academic stress has become a pervasive problem across countries,
cultures, and ethnic groups. The present study brought into light that academic stress still
continues to be a devastating problem affecting a student’s mental health and well-being.

Furthermore, Samya (2020) stated that the term ‘stress’ brings so many negative thoughts to
people. When we are discussing stress from a student’s perspective, it has a lot to take in. In
this modern era, we could see that students undergo not only stress from school but also from
daily life. Moreover, the first thing that we think of when talking about stress is always
related to negativity but little did we know that stress does bring positive impacts towards

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specific individuals. Samya (2020) reveals that stress can be used as an advantage for
students to live a better life both in mental and physical states by learning how to deal with
it.Also, it is said that people with a moderate level of stress take lesser time to heal compared
to individuals who encounter a high level of tension. According to American Health College
Association (2020), 30% of students have bad academic performance due to stress. Dr Sian
Beilock (2020) indicates that stress prevents students from achieving their educational goals.
The American Institute of Stress has a saying that says, ‘stress can have wide-ranging effects
on emotion, mood, and behaviour’. By combining information stated above, proving the
point that stress could be impactful in our daily lives but not in a harmful way. With the right
methods stress could be a driving force to push people forward but wrongly could be the
contrast of what pushes us forward, it would be pulling us back. This finding could provide
insight as to whether the stress factors to students in assignments even throughout the
pandemic times in Hin Hua High School are influencing students in a good or bad way.

Furthermore, Adam Felman（2020）pointed out stress is a natural feeling of not being able to
cope with specific demands and events. However, stress can become a chronic condition if a
person does not take steps to manage it. Stress slows down some normal bodily functions,
such as those that the digestive and immune systems perform. The body can then concentrate
its resources on breathing, blood flow, alertness, and the preparation of the muscles for
sudden use. On the other hand, people may find that the following lifestyle measures can help
them manage or prevent stress-induced feelings of being overwhelmed. For example, a 2018
systematic review of animal studies found that exercise can reduce memory impairment in
subjects with stress, although studies on humans are necessary to confirm this. A healthful,
balanced diet containing plenty of fruit and vegetables can help maintain the immune system
at times of stress. A poor diet can lead to ill health and additional stress.

In the article ‘Academic Stress and Mental Health among High School Students’ by C.
Subramani (2017), he explored that due to the liberalization and global market, education
today became a service-oriented business sector in the hands of private agencies. He said that
students are pressured to get higher marks by the educational institutions to increase their
market value while parents are under constant pressure to provide their children a better
education to get jobs in the global market. At the same time when parents pressurize children
to the core and give pressure on them to get higher grades with schools, it affects their mental
health. According to C. Subramani (2017), emotional support and despondency are
negatively correlated which is evident that students did not get proper emotional support from
their family and school management. C. Subramani (2017) found that academic stress and
mental health of students positively correlated with each other. As stated above, stress that is
motivating is good but stress that causes anxiety and even health problems is bad stress. In
order to reduce stress, periodical training programmes could be organized for school students
and parents to sensitize about academic stress and ways to handle it in an efficient way.
Meditations and yoga can be provided to students too, to reduce stress and be mentally
healthy. As Hin Hua High School students often have a big amount of homework and tests, it
is imperative to find out the relationship between academic stress and mental health of the
students, especially in the pandemic period.

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In conclusion, stress among students could be viewed as severe as how adults face stress in
their work life and both should be faced in a holistic manner since both are on the
fundamental issues of stress, just different types. From the studies reviewed above, it can be
agreed that stress has different values. Furthermore, motivating stress has proved to be good
and that some stress could bring a positive impact in our lives but there is also bad stress
which will cause anxiety and even health problems, not to mention mentally
exhaustion,causing low self-esteem and confidence. Stress can become our motivation in our
life but it can also be detrimental when it is too much. Despite the fact that stress does not
only affect one mental but also to the extent of body functions.Moreover, there are many
methods to relieve stress. From the information stated above, meditations and yoga could
provide students the reduction of stress and be mentally healthy or even have a healthful,
balanced diet with a proper lifestyle could relieve stress. Undeniably, the studies above, while
imperfect in the sense that they failed to cover several integral aspects of the topic, prove to
provide much needed insight on the areas that require further research. Stress factors and
possible solutions for stress management, who are the majority in HHHS, begs further
investigation on the core source for stress factors. HHHS Senior 2 Students’ perspective on
how to relieve stress in the fastest possible time and the most convenient way prove to be an
important aspect to be researched.

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CHAPTER 3

METHODOLOGY

3.1 Introduction
Stress has been inadvertently affecting the study efficiency and the mental health of students
even during the pandemic with online learning. The aim of the study is to identify Senior 2
Canberra’s students’ perception on the stress factors and give solutions on reducing stress
especially during online learning.

3.2 The respondents
The respondents for this study were 35 students (17 male and 18 female) from S2 Canberra.
The age group is specifically aimed at age 17 students and with a chinese ethnicity
background.

3.3 Instrumentation
Questionnaire was used as the main instrument for this research. The questionnaire was
created using Google Form. 11 questions were created for the students. All questions were
asked by MCQS.

3.4 Procedure
The researchers prepared the questionnaire and created them using Google Form. Next, the
researchers selected 35 students from S2 Canberra in Hin Hua High School to answer the
questionnaire. After sending the survey questions through Gmail and informing the
participants, the participants will be given 2 days to answer the questionnaire. The
researchers checked the responses online daily. After the due date for answering the
questionnaire, the researchers started to analyse the findings.

3.5 Data Analysis
Data collected was generated automatically using Google Drive. Data was presented in the
form of pie charts and explanations.

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CHAPTER 4
FINDINGS

This study was to investigate:
1. What are the S2 Canberra students' perception on the factors of stress?
2. What are the possible solutions to relieve stress?

The data collected from the Questionnaires was analysed to get the findings.
Chart 4.1: Students' responses on having stress.

Chart 1 presents whether the respondents have stress. In the 34 participants, we found out that
4(11.8%) respondents rated the highest level and 5 (14.7% )respondents rated the second
highest level. Moreover, 8(23.5% ) respondents separately rated level 7 and level 8. Besides,
6(17.6%) respondents rated level 6 and 2(5.9%) respondents rated level 5. Only one
respondent rated level 4 which is the lowest among the respondents. This result shows that
most of the respondents have stress in their life.

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Chart 4.2: Students' perspective on online learning makes them feel more stressed.

Chart 2 reveals whether online learning makes respondents feel more stressed. As we can see
from the chart above, 8 (23.5%) respondents rated level 8 and 7 (20.6%) respondents rated
level 7. Moreover, 3(8.8%) respondents rated level 9 and level 10. Besides, 4 (11.8%)
respondents rated level 3 and level 6. While 3(8.8%) respondents rated level 5 in the
question. Then 1(2.9%) student rated level 4. Lastly, 1(2.9%) students rated level 1 as he/she
thinks that online learning does not bring more stress. In chart 2, we found out that most of
the respondents feel more stress during online learning and only a few respondents disagree
on feeling more stressed during online learning.
Chart 4.3: Students’ perspective on whether stress becomes their motivation.

Chart 3 illustrates whether stress becomes respondents’ motivation. According to the chart,
7(20.6%) respondents separately rated level 8 and level 5. While, 3(8.8%) respondents rated

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level 9 as they think that stress has become their motivation. Then, 5(14.7%) respondents
rated level 7. Moreover 2(5.9%) respondents separately rated level 4 and 6, while only 2
respondents rated level 1 and 6(17.6%) respondents rated level 3. This result shows that
stress only becomes motivation for some of the respondents while the others think that it is a
burden.
Chart 4.4: Students perspective on releasing stress.

Chart 4 reveals whether respondents can release their stress. As we can see, 7(20.6%) of 34
respondents rated level 7 and 8 for the question. While 1(2.9%) respondent chose level 3.
Besides, 2(5.9%) respondents rated level 4, 3(8.8%) respondents rated level 5, 6(17.6%)
respondents rated level 6 and lastly 3(8.8%) respondents rated level 10. This results implies
that most students can release their stress.

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Chart 4.5: Students perspective of the amount of assignments.

Chart 5 illustrates whether the amount of assignments is larger before compared to
face-to-face learning. According to the chart, there are 9(26.5%) out of 34 respondents rated
level 8 as they think that the amount of assignments is larger compared to face-to-face
learning. While there are just 1 respondents rated level 1 means that the amount of
assignments does not become larger compared to face-to-face learning. Then, with 2(5.9%)
respondents rated level 3, 3(8.8%) respondents rated level 4 and 4(11.8%) respondents rated
level 5.Apart from that, only 1(2.9%) respondent rated level 6, 2(5.9%) respondents rated
level 7, 7(20.6%) respondents rated level 9 and lastly, 5(14.7) respondents rated level 10.
This result shows that most students think that the amount of assignments becomes larger
compared to face-to-face learning.
Chart 4.6: Students perspective of ‘sleep time’ during the online learning period.

Chart 6 illustrates respondents’ replies on whether they get enough sleep during the online
learning period. From the chart we can see that 47.1% of the respondents get enough sleep

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during the online learning period. But, 17.6% of respondents do not get enough sleep during
the online learning period. Beside that, 35.3% of them barely get enough sleep during the
online learning period. As a conclusion about chart 6, most students get enough sleep during
the online learning period.
Chart 4.7: Students' perspective on parents giving stress.

Chart 7 presents respondents’ rating on the level of parents giving stress to them. According
to the chart above, 7 out of 34 respondents rated their stress given by parents as level 3. With
a one person indifference, both 6 respondents rated level 5 and level 6 for this question.
Meantime, the other 4 and 5 respondents differently rated level 4 and level 7 for the pressure
given by parents. Additionally, level 2 was rated by 3 respondents while level 1, level 8 and
level 9 were also separately chosen by 1 respondent. This shows that mainly the respondents
think that the level of stress given by their parents is quite low.
Chart 4.8: Students’ responses on stress affecting their life.

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Chart 8 reveals the level of stress affecting students' lives. The majority of the respondents,
which is 9 out of 34 respondents think that the level of stress affecting them is level 8. There
are only 2 respondents rated on the level of their stress affecting their life with level 2 and 1
respondent with level 3. Based on the chart, 7 respondents rated level 7 for this question
while with one person indifferent, 6 respondents rated level 5. Besides, there are 3, 4 and 2
respondents separately rated level 6, 9 and 10 as the stress level that is affecting their life.As
a result, nearly half of the respondents think that stress is affecting their life severely.
Chart 4.9: Students’ perspective on the reasons for their stress.

Chart 9 illustrates the sources of stress of the respondents. As shown from the responses, 28
out of 34 respondents’ stress comes from the assignments while 27 out of 34 respondents
chose academic performance as the source of stress. On the other hand, 25 respondents think
that the pursuit of marks also gives them stress. However, from the chart above we could see
that only 5 respondents’ stress were caused by parents’ standards, and the other 2 respondents
wrote that they themselves are the reason that caused them to get stress. According to the
result,it could be said that most of the respondents’ stress comes from their school work.

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Chart 4.10: Students’ perspective on the possible solutions to relieve stress.

Chart 10 reveals respondents' replies on what they think are the possible solutions to relieve
stress. As shown from the chart above, it is shown that most of the respondents think that
sleeping is the most commonly used method to relieve stress. Second to it is music with only
one vote off of the option sleep.The third with most votes is the method eat as they think with
eating they could relieve stress.The second to last place possible solutions for stress is
playing games with a two votes off of last place which is exercise.Thus implies that there are
multiple ways to relieve stress and sleeping is the most commonly used method.
Chart 4.11:Student perspective on having other possible solutions other than the choice
given.

Chart 11 shows the percentage of whether or not the respondents have other possible
solutions other than the choice given.Apparently 29(85.3%) out of the 34 respondents

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responded that there were no other options other than the choice given.The other 9(14.7%)
out of the 34 respondents responded that there were other options other than the choice
given.As a conclusion about chart 11, most students think there are no other alternatives other
than the choice given.

Chart 4.11.1: Students' response on possible solutions other than the choice given.

Solution Response
Movies 3
Travel 1
Communication 1

Chart 11.1 illustrates respondents replies on what are the possible solutions other than the
choice given.As shown from the response above, we can see that watching movie is an
effective method for them to relieve stress.As to traveling and communicating is also a way
to relieve stress according to the response the respondents have given.

Chart 4.12: Students perspective on whether the possible solutions given were effective
or not.

Chart 12 illustrates respondents on whether they think the possible solutions given are
effective or not.According to the chart, 85.3% of the respondents ,which is three quarters of
the proportion answered yes as they think the possible solutions given are effective.While the
rest of the 14.7% answered no as they think the possible solutions given are not effective.This
shows that most of the respondents think that the possible solutions given are indeed effective
in relieving stress.

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CHAPTER 5

DISCUSSION

It is hypothesized that stress will affect the academic output and the quality life of students,as
the general public thinks so. Study by C. Subramani (2017) and the article “Academic Stress
and its Sources Among University Students” and the findings do support the hypothesis.
However the results indicate that while the academic performances of students can be
affected by stress , there are still some who make use of stress as a motivation to keep on
going, given the adequate effort is made.

Based on the findings, some of the results followed are not what we expected but overall of
the results is expected.We found out that about all 34 students have stress even in online
learning though some stated that it did lower their stress.Moreover, the results also indicate
that students are able to release their stress in multiple ways effectively.We did expect that the
respondents will presumably get more sleep during the online learning period compared to
physical classes however the number of respondents that responded the option “barely” were
higher than we expected.Also, we did not expect some of the students making use of stress as
an motivation.Overall, we can say that the respondents have a very adequate understanding of
stress to deal with it.

From the study, we found that 28 out of 34 respondents are having more stress during the
online learning period since they rated level 5 and above in the questionnaire. At the same
time, we also found that stress is affecting students’ life while it can be a motivation or a
burden for the students. This result is similar to the article Good Stress, Bad Stress (2021)
which stated that stress on positive sides could be helpful but negative stress might be
harmful to people. Moreover, the response of students shows that assignments are the main
reason making them stressed, which is quite different from the other article ‘Academic Stress
and Mental Health among High School Students’ by C. Subramani (2017). In his study, he
explored that the main reasons that make students stress is being forced to get high marks.
However, students’ opinion on parents giving stress to them is different with the same study
of C. Subramani, who found that parents are the major figure giving stress to their children.
They think that the level of stress given by their parents is quite low.

The result may be affected by the fact that all participants are studying under the same
education system and school, hence they would have no knowledge regarding how stress
affects them if they are placed under a different system and how different scenarios are being
applied to each of the students.The key limitation of this research is the different age group
needed for such a broad and particular subject. Also with the difference of students
perspective as it changes with different experiences they had.

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As a conclusion, most participants have stress in their life.The main source of stress is from
their school work. They even feel more stressed during online learning. Besides, most of
them think that stress is a burden to them but not a motivation. But the good news is most
participants can release their stress, and the level of stress given from their parents is quite
low. They can release their stress through various types of activities such as sleeping, eating,
playing games, exercise and music. We can find out that most participants have stress, and
they can relieve their stress in a good way.

Recommendation
In order to achieve that, we have a few recommendations.According to the results, we
can find out that most of the students think that stress is a burden for them but motivation. In
our opinion, we think that maybe most of the students lack the ability to use stress as
motivation. Our suggestion is to let the school organise some lectures by inviting famous
professors in this field to share some methods about how to turn stress into motivation.By
turning stress into motivation we don’t have to worry about students not being able to vent
out their stress or frustration. In addition, the school can also organize a seminar about how to
help their children to turn stress as motivation and release stress for parents as parents also
play an important part in a children lives.By teaching parents how to manage their own stress
they could also pass it down to their children an so they could have knowledge on how to
deal with stress in an early age as so it would not be an obstacle for them.In light of these
conclusions, the researchers recommend that learning which phase does students start to have
stress should be included for further research to have more specific and detailed data.

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CHAPTER 6

CONCLUSION

In general, stress contributes to the variation in students' academic performance in multiple
aspects. By understanding the stress factors in students' academic development, it can
become a guide for schools in order to provide students with necessary and sufficient support
in achieving better academic performance and results. In this study, it is found that students'
academic performance can be affected significantly by stress. The myriad of assignments has
proven to be the core factor of stress towards students and has resulted badly in the lives of
students to the extent of not being able to have sufficient sleep and relaxation. Therefore the
government and school should work together to ensure that students can thrive under an
education system with which they are able to utilise their full potential and also promising a
good school-life balance.

REFERENCE LIST

Adam Felman (2020). Why Stress Happens and How To Manage It. Retrieved March 12, 2020
from: https://www.medicalnewstoday.com/articles/145855

C.Subramani (2017). Academic Stress and Mental Health among High School Students.
Retrieved May 2017, from:
https://d1wqtxts1xzle7.cloudfront.net/53462700/file.pdf?1497165367=&response-content-disp
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G.pdf&Expires=1614265364&Signature=bdeMlpgG7bvMdN2F7YZXTGGcRXqg2DlxtTgj3-s
mezSL0wcoviQ9GqY1wf3SWZRWvlgF0YR~1wcp~JrmYBeMASth~HPKy~xtXqUISQI6Krz
Uj3l2HvOFc1TB-uE7rAIXc35Quf3x8DQKPyCZP8uiRFu8kBAAzDRrdHqH678njVk9oLgSM
E8mIIIMis-fAUHVZxEYdh1e4Odxq04cXbbep90aFJBBFNpoHinNqtwGJwPbC9aJ2aeE18HP
2z639ib8swCTnxmKS3DPQQqQ4cc24wgMzmRDyLJhu5HX~rw1tdX9~wPAlAr5z2M9F0npl
XWq~BSSG3lMpdP8X9aHrF6yPQ__&Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA

K. Jayasankara Reddy, Karishma Rajan Menon, AnjanaThattil (2018). Academic Stress and
its Sources Among University Students，from:
https://biomedpharmajournal.org/vol11no1/academic-stress-and-its-sources-among-university
-students/

Samya (2020). Stress Brings Positive Impacts on Individuals,Retrieved Jan 17, 2020, from:
https://www.easyuni.my/en/advice/stress-positive-impacts-on-individuals-2538/

ULifeline (2021). Good Stress, Bad Stress. ，from:
http://www.ulifeline.org/articles/450-good-stress-bad-stress

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APPENDIX

Appendix 1

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Appendix 2
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