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Introduction:
In an education system, those acquiring education in junior or senior high schools, colleges and universities may sometimes temporarily undergo a state of incompatibility between their mental expansion with their physical transformation or with the social environment. Students may from time to time thus suffer from problems arising from inability to appropriately adjust (Aklan, 2010). This setback may cause added psychological effects on an individual and even provoke deviant actions. However, the human brain is an exemplary organ. Its ability to carry out many diverse functions and complex thought processes based on various cognitive domains forms the basis of many studies and ongoing researches in the field of neuroscience (Smith and Ellsworth, 2010).
Rationale:
Assessing a situation, whether simple or complex requires cognition and this cognitive appraisal is the underlying platform of numerous physical, emotional, and psychological manifestations that occur in an individual. This study aims to highlight the relation between cognitive appraisal and these manifestations primarily focusing on the most common one; stress and the population it affects more commonly; the student body (Devonport and Lane, 2008). It is however imperative to understand that firstly, cognitive skills develop with time and the lifestyle of every individual greatly affects how he/she appraises a situation. Hence, for one situation or circumstance, the levels of stress may differ for every individual. Secondly, everyone may have a different response to a stressful stimulus which means that everyone has their own threshold value for stress (Smith and Ellsworth, 2012). This study seeks to examine and evaluate the factors that influence the relation between cognitive appraisals and how the students manage the resulting stress while keeping in mind the fact that it may be of varying intensity for each student.
Planned outcomes/Objectives:
In my study, I intend to outline all the common factors that induce stress in students to provide a better understanding as to why there has been a vast increase in the numbers of students experiencing stress and exhibiting stress related signs and symptoms that may be physical, emotional, behavioral or cognitive. At a student’s level, cognitive appraisal of a stressful stimulus usually includes evaluation of the amount of curriculum, the time allotted for preparation before the expected assessment, competitive factors, the amount of available resources that may be needed, other responsibilities especially for those students who do part-time jobs and whether the students think themselves capable of achieving the goal. Students are often under stress due to one or more of these reasons: academic demands especially the maintenance of a good record, test anxiety, financial issues, post- graduate plans, increasing competition, ever increasing threshold of requirements for application for further studies along with limited seats etc., students may have some sort of manifestation due to constant chronic stress like depression, anxiety, irritability, headaches, irregular bowel movements, overeating or not eating appropriately, changes in sleeping habits, social anxiety, impaired daily routine etc. Students who answer in affirmative when asked if it is hard to cope with the amount of stress will be asked how they cope with it. Studies from United Kingdom that have inspected coping strategies of medical students with the strain of undergraduate education have in general recognized the use of alcohol as a managing approach but some studies have accounted the utilization of other material such as tobacco and drugs. This will only further highlight the negative impact stress has on students. The study aims to very blatantly emphasize the ever-growing negative effect stress has on the young population. The numbers of student suicides and clinically depressed youngsters is escalating….
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