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STUDENTS’ STRESS MANAGEMENTMGT 430 : INTRODUCTION TO ORGANISATIONAL BEHAVIORPREPARED BYFACULTY : FACULTY OF ACCOUNTANCYPROGRAM : BACHELOR IN ACCOUNTANCYPROGRAM CODE : ACSEMESTER : 5 (OCTOBER 2020 – FEBRUARY 2021)GROUP : MAC2205CGROUP MEMBERS :NO NAME STUDENT ID1 INTAN NAJIHA BINTI ABDUL HALIM 201844...

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STUDENTS’ STRESS MANAGEMENT

MGT 430 : INTRODUCTION TO ORGANISATIONAL BEHAVIOR PREPARED BY FACULTY PROGRAM PROGRAM CODE SEMESTER GROUP GROUP MEMBERS NO 1 2

: FACULTY OF ACCOUNTANCY : BACHELOR IN ACCOUNTANCY : AC220 : 5 (OCTOBER 2020 – FEBRUARY 2021) : MAC2205C :

NAME INTAN NAJIHA BINTI ABDUL HALIM NUR SARAH NISA BINTI SUHAIMI PREPARED FOR DR ANIDAH BINTI AZIZ

STUDENT ID 2018440058 2018659686

TABLE OF CONTENT

NO

CONTENT

PAGE

1. INTRODUCTION 1

1.1. COVID 19

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1.2. STRESS

2. BODY 2.1. GENERAL ADAPTATION SYNDROME 2

2.1.1 STRESS LEVEL

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2.1.2 STRESSOR 2.1.3 APPROACH TO MANAGE THEIR STRESS

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2

3. CONCLUSION

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1.1 INTRODUCTION 1.2 COVID 19

Coronavirus disease (COVID-19) is defined as illness caused by a completely unique coronavirus now called severe acute respiratory syndrome coronavirus 2 (SARS-CoV-2; formerly called 2019-nCov), which was first identified amid a deadly disease of respiratory disorder cases in Wuhan City, Hubei Province, China. It had been initially reported to the WHO on 31 December 2019. On 30 January 2020, the WHO declared the COVID-19 outbreak a world health emergency. On 11 March 2020, the WHO declared COVID-19 a world pandemic, its first such designation since declaring H1N1 influenza a scourge in 2009.

Illness caused by SARS-CoV-2 was termed COVID-19 by the WHO, the acronym derived from “coronavirus disease 2019”. The name was chosen to avoid stigmatizing the virus’s origins in terms of populations, geography, or animal associations. On February 11, 2020, the Coronavirus Study Group of the International Committee on Taxonomy of Viruses issued a press release announcing a political candidate designation for the novel virus : severe acute respiratory syndrome coronavirus 2 (SARS-CoV-2).

Most of the people infected with the COVID-19 virus will experience mild to moderate respiratory disorder and recover without requiring special treatment. Older people, and people with underlying medical problems like cardiovascular disease, diabetes, chronic respiratory disease, and cancer are more likely to develop serious illness. The most effective thanks to prevent and abate transmission is to be informed about the COVID-19 virus, the disease it caused and the way it spreads. Protect yourself et al from infection by washing your hands or using an alcohol based rub frequently and not touching your face.

The COVID-19 virus spreads primarily through droplets of saliva or discharge from the nose when an infected person coughs or sneezes, so it’s important that you just also practice respiratory etiquette.

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1.3 STRESS

At the foremost basic level, stress is our body’s response to pressures from a situation or life event. What contributes to worry can vary hugely from person to person and differs in line with our social and economic circumstances, the environment we sleep in and our genetic makeup. Some common features of things that may make us feel stress include experiencing something new or unexpected, something that threatens your feeling of self, or feeling you’ve got little control over a situation. Once we encounter stress, our body is stimulated to provide stress hormones that trigger a ‘fight or flight’ response and activate our system. This response helps us to reply quickly to dangerous situations.

Sometimes this stress response is an appropriate or perhaps beneficial reaction. The resulting feeling of ‘pressure’ can help us to appear situations which will be nerve-wracking or intense, like running a marathon, or giving a speech to an oversized crowd. We are able to quickly return to a resting state with none negative effects on our health if what’s stressing us is short-lived, any many folks are ready to cope with a specific level of stress without none lasting effects. However, there is times when stress becomes excessive and an excessive amount of deal with. If our stress response is activated repeatedly or it persists over time, the results may end up in wear and tear on the body and might cause us to feel permanently in a very state of ‘fight or flight’. Instead of helping erupt, this pressure can make us feel overwhelmed or unable to cope.

Feeling this overwhelming stress for a protracted period of your time is commonly called chronic, or long-term stress, and it can impact on both physical and mental state. Stress could be a response to a threat during a situation, whereas anxiety may be a reaction to the strain.

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2.0 BODY 2.1 GENERAL ADAPTATION SYNDROME

The general adaptation syndrome (GAS), developed by Hans Selye, describes the pattern of responses that the body goes through after being prompted by a stressor. GAS may be a three-stage process that the body goes through when it’s exposed to fret. It’s vital to search out ways to manage it to limit the consequences on the body. Causes of the method include life events and psychological stress. The three stages of GAS are alarm , resistance and exhaustion.

The GAS describes the three stages that individuals experience after they encounter stressors, respond and take a look at to adapt

i.

Alarm The alarm reaction stage refers to the initial symptoms the body experiences when under stress. You will be at home with the ‘fight or flight’ response, which could be a physiological response to fret. This natural reaction prepares you to either flee or protect yourself in dangerous situations. Your pulse rate increases, your suprarenal gland releases cortisol (a stress hormone), and you receive a lift of adrenaline, which increases energy. This ‘fight or flight’ response occurs within the alarm reaction stage.

ii.

Resistance stage After the initial shock of a stressful event and having a fight-or-flight response, the body begins to repair itself. It releases a lower amount of cortisol, and your pulse rate and pressure level begin to normalize. Although your body enters this recovery phase, it remains on high alert for ages. If you overcome stress and therefore the situation isn’t any longer a difficulty, your body continues to repair itself until your hormone levels, heart rate, and pressure level reach a pre-stress state. Some stressful situations continue for extended periods of your time. If you don’t resolve the strain and your body remains on high alert, it eventually adapts and learns the way to stomach a better stress level. During this stage, the body goes through changes that you’re unaware of in a trial to deal with stress. Your body continues to secrete the strain hormone and your vital sign remains elevated. You will think you’re managing stress well, but your body’s physical response tells a distinct story. If the resistance stage continues for too

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long of a period without pauses to offset the results of stress, this will cause the exhaustion stage. iii.

Exhaustion stage This stage is that the results of prolonged or chronic stress. Scuffling with stress for long periods can drain your physical, emotional, and mental resources to the purpose where your body now does not have the strength to fight stress. You will quit or feel your situation is hopeless. Signs of exhaustion include fatigue, burnout, depression, anxiety and decreased stress tolerance. The physical effects of this stage also weaken your system and put you in danger for stress-related illnesses.

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2.1.1 STRESS LEVEL

The odds of tension were higher among the feminine students compared to the male students. Females generally express emotions to a greater extent than males do, and therefore the recent pandemic may have exacerbated this case. Studies indicate that females’ uncertainty tolerance threshold is not up to males, and crossing that threshold triggers undue stress and anxiety. Female students may further be subject to lesser coping strategies in times of uncertainty and stressful situations.

During this study, the younger students, specifically those within the people of 17 to 18 years, were more anxious compared to the older ones. As widely known, the children are constantly on social media and also the information shared on social media could have played a pivotal role in increasing the anxiety level of the students. Although social media gives easy accessibility to information, which may be essential during the lockdowns, the ‘always-on’ facet of social media will be exhausting and should take a toll on students’ psychological state. The flow of risk-elevating messages on social media that are portrayed during a very negative manner could trigger anxiety; 24/7 media coverage may make it appear to be COVID-19 is omnipresent in addition.

With relevancy the sphere of study, students in management-related studies perceived to have the next level of tension compared to healthcare and medical students. This can be contrary to a different study, which conjectured that medical and healthcare students experience a better level of tension during times of epidemic or pandemics. The precise reason for the difference isn’t firm, but there’s a chance that the healthcare students are wellinformed on what to expect because the pandemic progresses compared to the students of business – or management-related studies.

Students who were staying alone experienced the highest anxiety levels compared to those staying with family and friends. As it is, those staying alone are usually aloof from their loved ones and also the sudden threat to their safety and security during this pandemic could have made these students feel lonelier and posed challenges from multiple angles. Tracking prolonged loneliness and swift interventions are imperative in reducing feelings of tension as they endorse a way of belonging. Building and maintaining relationships is pivotal for mental and social well-being and is one in every of the hallmarks of student life. Unfortunately, the 7

COVID-19 pandemic has created a “social recession” – a continuous pattern of social distancing, beyond the immediate pandemic, that’s creating a scarcity of emotional support and broader societal effects, which include increased anxiety levels.

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2.1.2 STRESSOR

The most commonly highlighted stressors were predominantly financial constraints, remote online classes, and uncertainty about the longer term because of COVID-19 and lockdowns. In terms of finances, the students were concerned with their ability to manage their educational financial commitments thanks to family loss of income and loss of opportunities to figure and self-finance their studies.

An crucial contributor to anxiety and stress level was the sudden move to online classes, better referred to as ERT. The students faced uphill tasks in terms of technological infrastructure, mainly poor internet connection. It’s also appalling to notice that some students attended six to eight hours of daily online classes using their mobile phones, which further contributed to insurmountable stress and health issues. Additionally, the overwhelming expectations from their instructors, with multiple assignments and no flexible deadlines, added to the students’ anxiety. Uncertainty regarding their exams, completion of their semester and graduation, and therefore the need to juggle household chores and make sure of siblings while concurrently attending online classes had a large impact on their anxiety levels. Students, especially those graduating, were also distressed because they were helpless in their plans to launch their careers.

Moreover, although universities promptly implemented remote online classes, most instructors still used the identical curricula and learning outcomes meant for face-to-face teaching. This failed to augur well with students and added tremendous stress and anxiety as they were excessively burdened with continuous alternative assessments. Many instructors fail to comprehend that the students are wading through complicated emotions thanks to COVID-19 and lockdowns and also the indisputable fact that they need to regulate to remote learning and being isolated from their friends creates undue frustration, anger, resentment and ultimately, anxiety.

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2.1.3 APPROACH TO MANAGE THEIR STRESS

The coping strategies will be divided into two specific types; problem-oriented and emotion-oriented coping. Coping strategies are a group of acts or a technique of thinking accustomed address a stressful or uncomfortable situation or to alter one’s response to such a situation. Strategies to deal with stress are cognitive and behavioural skills (developed in reaction to a stressful event), which have the aim of decreasing momentary aversive qualities and improving personal control perception. This pandemic conditions have affected educational happenings. Moreover, students’ routine life, as well as psychological health, couldn’t remain unaffected.

Further research is proposed for the inclusion of successful coping strategies utilized by the students during testing times like the COVID-19 pandemic. Research even be channelled toward teaching, learning, and assessment methods within the “new normal” space, which may have the twin good thing about maximizing learning outcomes and minimizing anxiety and adverse psychological impacts among students. Lastly, research that specialize in the employment of digital technology and psychological computing solutions to manage anxiety levels of university students should be intensified.

Literature suggests that the coping strategies are significant, with their context reflected by social support, particularly within the family, and emotional, with the passions of medical students being the foremost important consider the fight against stress. Everyone relies, as in any challenging situation, on different coping mechanisms. While unprepared, it’s always challenging for medical students to cope. The commonly used coping strategies amongst our responded students were “regular exercise,” “watching online movies & playing online games,” “online fun with family and friends,” religious activities,’ and “learning to live in COVID-19 situation and accept it.”. The foremost effective coping strategy to cater to severe stress was “religious activities” as practiced by the bulk of the “severely stressed” students. Managing religion includes cognitive, emotional, or behavioural responses to fret. Another study suggested that religious participation in response to life stressors might be particularly important for sure groups.

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3.0 CONCLUSION

Age, gender, academic specialization, and living condition were significantly related to anxiety levels. Stressors were predominantly financial constraints, remote online learning, and uncertainty associated with their academic performance, graduation, and future career prospects. To mitigate anxiety levels amongst students, the Centre’s for Disease Control (CDC), has proposed some guidelines—minimize repeatedly watching, reading, and taking note of new stories on COVID-19, specifically from unreliable sources of social media; maintain healthy diet, exercise, adequate hours of sleep; and keep the mind stress free by virtually connecting with friends and family members; and at last, take time to unwind and relishes activities one enjoys. As suggested by it helps to feel that “everyone during this together.”

There’s a robust involve all stakeholders within the education industry to acknowledge the requirement for a right away and holistic policy to spot and manage the psychological impact of COVID-19 or any future pandemics on students. During this regard, both teaching institutions and therefore the relevant ministries at a broader level play a pivotal role.

Instruction institutions can play a fundamental role in assisting students to deal with such anxieties. New guidelines for counselling are mandatory. Universities should set priorities in developing digital psychological interventions, like apps and online programs, alongside other services like text messages, chatlines, forums, and phone calls. Awareness of the presence of such interventions should be clearly communicated to the scholar population. Universities should also provide psychological services, either face to face or remotely, as they’re going to mitigate the emotional and mental impacts on students. It’s crucial to be constantly up-to-date with the students. Universities must commence structured programs to cut back anxiety, like as life skills training and mindfulness therapy, which are validated to cut back anxiety levels. Equally important is for universities to re-examine their curricula, learning outcomes, and assessment methods for the courses and programs taught online as they must be distinguished from those meant for face-to-face teaching mode.

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From a broader perspective, ministries and related agencies in coordination with the WHO, UNESCO, and CDC have to intensify community mindfulness, specifically for the scholars, by using AI to get evidenced-based and scientific measures for pandemics. Most significantly, an all-inclusive teaching and learning strategy during pandemics should be deliberated immediately, as this study confirms that the emergency remote teaching has contributed to significant anxiety among students. Policies and standard operating procedures (SOPs) should be in sit to teach students on the causes and consequences of pandemics during a simplified, clear, and supportive manner without causing undue anxiety and distress. Communicating correct and timely information through the correct channels is very important. Efforts should even be focused toward discovering innovative methods of upholding social attachment amongst students while still complying with public health guidelines for curtailing the spread of the pandemic. Strict measures and penalties should be enforced against unscrupulous individuals to curb false information via social media, as this seems to be a chief source of undue anxiety amongst students.

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FACULTY OF BUSINESS AND MANAGEMENT ASSIGNMENT/ PROJECT DECLARATION FORM

Student’s Name

:

INTAN NAJIHA BINTI ABDUL HALIM

Student’s ID

:

2018440058

Program Code

:

AC220

Course Name

:

Assignment/ Project No.

Student’s I/C No. Part

:

5

Course Code

:

990314-03-5384

:

MGT 430

INTRODUCTION TO ORGANISATIONAL BEHAVIOR

:

Assignment/ Project Title

:

Lecturer’s Name

:

2

Due Date

:

18 DECEMBER 2020

Submission Date

:

16 DECEMBER 2020

STUDENT’S STRESS MANAGEMENT REPORT DR. ANIDAH BINTI AZIZ

I hereby declare that the work in this assignment/ project was carried out in accordance with the regulations of Universiti Teknologi MARA. It is original and is the results of my own work, unless otherwise indicated or acknowledged as referenced work. This assignment/ project has not been submitted to any other academic institution or non-academic institution for any degree or qualification. I acknowledge that I have been supplied with the Academic Rules and Regulations for Universiti Teknologi MARA’s Diploma/ Bachelor Degree/ Master’s Degree students, regulating the conduct of my study and exams. I hereby declare that this assignment/ project is written by me and: i. is a result of my own work; ii. has not been used for another assessment at another department/ university/ university college in Malaysi...