The Assessment of Perceived Stress during Lock-down Due to

COVID 19 among Students

M. Monica

, Chaitra V. H.

and G. Ramanaiah

Department of MBA, Acharya Institute of Technology, Bengaluru, India

Department of PG, Presidency University, Bengaluru, India

Amity Business School, Faculty of Management Studies & Behavioural Sciences, Amity University, Haryana, India

Keywords: Perceived Stress, PSQ, COVID 19, Higher education in India, Gender.

Abstract: The international epidemic COVID 19 is the concern for public and poses many psychological challenges.

The research data are required to tackle the adverse effect due to COVID 19 during lockdown situation. The

crisis has affected the entire world, which has increased the stress levels amongst the students, employees,

corporate managements, traders, farmers etc. All the citizens are facing different problems due to COVID 19

and lockdown. The study is specifically focused on students and main aim of the study is to assess the

Perceived Stress amongst students of higher education in India. The 30-Item Perceived Stress Questionnaire

(PSQ) along with questions on demographics was used to gather the data from the respondents. The online

survey was conducted using Snowball Sampling technique due to lockdown condition in India. The study

included 280 respondents from major cities in India. The result concludes that the perceived stress during

lockdown due to COVID 19 ranges from moderate to high amongst these participants surveyed. The perceived

stress does not vary with gender of respondents, but the perceived stress varies with age of the respondents.

The major reasons identified using Friedman test are irritation, feeling agitated etc.

1 INTRODUCTION

Perceived Stress is the thoughts or feelings that

individual has about how much stress they are under

at a given point of time. “The Perceived Stress is the

degree to which situations is one’s life are appraised

as stressful”.

The students pursing higher education

experienced the stress during lockdown due to

COVID 19, the various factors contribute to the

perceived stress are online examinations, practical

examinations, online lecture series, lack of social

interaction, academics, performance in test and

exams, future uncertainties.

Perceived stress amongst these students who

develop the uncontrollable and unpredictable life

situation that often leads to frustrations, irritations

and hinders the confidence level while dealing with

those difficulties and uncertainties. The perceived

stress is the individual feelings developed when they

face stressful situation and suffer negative life events.

The perceived stress is not just understanding the

stressful life experiences but also assessing the degree

https://orcid.org/0000-0001-7361-0684

to which life events are more stressful during such

crisis.

2 LITERATURE REVIEW

Financial constraint and pressure to maintain a

lifestyle, manage the expenses at student level is the

reason for stress among the students followed by

pressure to be competitive in their academic

performance. Assistance from faculty mentors and

environment at the academic institution works as a

stress buster (Debra L Nelson, & Ronald J Burke,

2000). Insecurity about getting lower grades in

academic performance as well as students who tend

to be employed and parallelly pursuing their

education face stress as they have to balance between

their work and academic and their activities. Their

ability to participate in the curricular activity is

limited compared to students who are only

concentrating on academics (Brown & Edelmann,

2000). Choice of program opted for the studies,

domain or area of education can result in stress among

410

Monica, M., H., C. and Ramanaiah, G.

The Assessment of Perceived Stress during Lock-down Due to COVID 19 among Students.

DOI: 10.5220/0011363800003350

In Proceedings of the 5th International Scientiﬁc Congress Society of Ambient Intelligence (ISC SAI 2022) - Sustainable Development and Global Climate Change, pages 410-417

ISBN: 978-989-758-600-2

students as academic programs vary in terms of

curriculum and the level of preparation for respective

courses change in accordance with the same (Lori J.

Kane, 1997). Individuals are known to experience

stress mainly due to their perception of being stress

and due to academic curriculum among students, this

could result in psychological problems as well as

physiological issues (Beck DL, Srivastava R, 1991)

Studied the perceived among students. As per the

study the students pursuing postgraduate program are

known to face higher level of stress and the situation

has become quite alarming for institutions and

universities as retention of students and their

continuity in the academic has reduced over years.

Pressure of being employed, job opportunity in the

market, and stress of being competitive are few

reasons for stress among students pursuing post-

graduation program (Mane Abhay B, Krishnakumar

MK, Niranjan Paul C, Hiremath Shashidhar G, 2011).

Work environment at academic institutions has

become stressful over a period of time for reasons

such as job insecurities, Lack of commitment from

employee as well as employers’ perspective, work

relationships, availability of resources at work,

communication structure etc. (David Robotham,

Claire Julian, 2006).

Evaluated the reasons for increased stress. The

study says unhealthy behaviour such as over

consumption of fat diet, smoking, drinking alcohol as

a strategy for overcoming stress is resulting in

increased health problems among adults. Stress and

health problems experienced by adults are

interrelated with each other (Tytherleigh et al., 2005).

Stress level of students during their academic

program varies depending on the year of program

pursued by them as students close to completion of

program are known to have faced more stress. Male

students face psychological disturbance which results

in higher stress levels when compared to female

students (Ng DM, Jeffery RW, 2003). Their study

proved that stress resulted in decline of academic

performance of the students and few major sources of

stress among students were academic performance,

curriculum routine, criticism from faculty at the

institute, institution rules and regulations, fear of

being unemployed etc. Women employees tend to

face higher risk compare to their male counterpart due

to increasing leadership roles at work and as

employed women are expected to balance between

their personal and professional life compare to that of

male employees (Naidu R S, Adams J S, Simeon D,

Persad S, 2002).

Lifestyle, family conflicts, social status are few of

the major reasons for stress faced by individuals.

Individuals have known to push themselves to do

financially better with an assumption that they can

enjoy their life and comparatively face less stress. A

relaxed lifestyle, social environment social equalities,

consciousness towards healthy living are some key

tactics to reduce stress levels (Prangya Paramita

Priyadarshini Das, Rajkumar Sahoo, 2012). Students

mainly face stress in their academic life due to

physical reasons as well as pressure to excel in

academics. Many students have agreed about talking

to family, sleeping, watching TV, Listening to music

as a major source of stress buster and also students

indicate support from academic institution to provide

a counsellor to guide the students during the period of

stress (Roqayeh Aliyari, Hamidreza Roohafza, 2012).

Factors that lead to stress among students are

pressure to perform better in academic course, their

perception of academic load and examinations, time

constraints to prepare and perform in limited

duration, perception about individual’s ability etc.

Support of the faculty fraternity plays a crucial role in

developing confidence among students to perform

better which helps them in coping with stress (Patrick

M. Gallagher, 2015). Ability of a student to enjoy and

experience please in the environment around them or

based on their interest level in their day-to-day

activities may be related to the perceived stress and

restoration. Perceived stress in a student is also

related to their ability to perform or be productive in

the task performed by them (Dalia Bedewy, Adel

Gabriel, 2015).

Students pursuing master’s program are usually

under immense stress due to personal and

professional reasons that can have a negative impact

on academic performance of an individual, their

emotional stability, and mental as well as general

health. Students are observed to be practicing positive

lifestyle strategies to cope up with stress (Kate

Brough, 2015). Male students have higher level of

depression compare to that of female students

whereas stress levels faced by students tends to be the

same irrespective of their gender. Male students stress

gets into the level of depression as they have less

tendency to share the reasons for their stress in friends

circle or family (Ammar Awadh et al., 2013).

Self-efficacy of an individual has an impact on

perceived stress and life satisfaction. An individual or

a student mainly experiences stress depending on the

environment around them if the environment is

controllable the perceived stress is said to be lower

when compare to uncontrollable environment (Joey

Man Yee Kwok, Douglas Kei Shing NG, 2016).

Individuals experience stress mainly due to personal

and occupational reasons that could hamper

The Assessment of Perceived Stress during Lock-down Due to COVID 19 among Students

411

professional growth of an individual and productivity

from employer’s perspective. Individuals indicate

exercise, spending time with family, yoga,

meditation, spirituality to be helpful for coping with

stress and few initiatives that can be taken by the

employer to help employees deal with stress are

Employee assistance program, Stress intervention

programs, vacation etc. (Jieun Lee, EunYoung Kim,

Amy Wachholtz, 2016)

Evaluated the predictors of stress among students.

According to the study students mainly face stress

during their academic career due to the area of study

chosen by them and its popularity among youth.

Female students face higher level of stress than male

students due to pressure to perform from family and

it is observed that stress usually results to the stage of

depression. Counseling session held at the institute

level can help the students in coping with stress

related to academic performance (Dalia Saleh,

Nathalie Camart Lucia Romo, 2017).

The stress occurs among students mainly due to

the pressure of performing effectively in their

academic curriculum in limited period. Individuals

who intended to cope with stress diverted their mind

towards religion, lifestyle and non-acceptance,

denial, self-blame were few indicators observed

among students those are maladaptive to stress

(Lakshmi Rajesh, Ananda Reddy Endreddy, Subhani

Shaik, Bhagawan Rajana, 2017). The demographic or

biographic profile of the students such as age, gender

has an influence on stress level of students and also

factors such as clarity about employment, caring for

others, self-direction for preparation for academic has

relationship with the level of stress experienced and

females students face higher stress in post-graduation

program compare to that of male students (Luma

Ghazi Al Zamil, 2017). Individuals in the academic

phase of their life are known to experience high level

of stress due to insecurities related to their career and

are prone to problems such as anxiety, mental stress,

emotional imbalance and this behaviour is commonly

observed among students in the age group of 18 to 29

years (Matthew Peter Shaw, Daniel James Peart &

Orrin James William Fairhead, 2017).

The students tend to experience stress in their

academic career mainly due to perform well in

academics. Female students undergo higher stress

compare to that of male students and individuals who

are isolated, disengaged, who blame themselves for

problems around them exhibit negative stress

compared to students who are religious, socializing

and minimal planning (Zohair et al, 2018). The

relationship between perceived stress, burnout,

coping pattern and psychopathology among students.

According to the study, fear of failure, ability to have

interpersonal challenges with the tutor, faculty

student relationship, availability of study facilities are

some common reasons for stress among students.

Meditation, training in life skills, yoga and other

tactics could be helpful for students to cope with

stress (K. V. Guruprakash, S. G. Mehta,Bajpai Atul,

Jyoti Prakash, K. J. Divinakumar, S. A. Khan, and P.

Patra, 2018).

The quality of life of students will have an impact

on stress levels of students to certain extent but

sleeping disorder, burnout, depression, stress to

perform better are even more impactful which could

deteriorate stress further (K. Jayasankara Reddy,

Karishma Rajan Menon and Anjana Thattil, 2018).

The stress and quality of life among university

students. It concludes that lack of self-discipline and

time constraint to concentrate on self are few key

reasons for stress among females, experts indicate the

necessity for health education interventions to be

taken by the academic institutes to help female

students to cope with stress. Students pursuing higher

education pass through various levels of depression

such as moderate, mild mood swings, clinical

depression, severe and extreme depression. Student

assistance program, counseling program held at the

institute level can help students to come out of

depression (Icaro, J S Ribeiro et al., 2018).

The prevalence of depression among Afghan

university students tend to face stress mainly due to

reasons such as their master’s program, area of

specialization, job opportunity depending choice of

domain. Level of self-esteem in an individual, his or

her feeling of satisfaction in life, self-efficacy, ability

to handle psychological distress were certain factors

that indicate stress level among students (Bakhtyari

Mohammad Basir, Mutamed Mohammadulah, Bena

Ahmadsha, 2018).

3 RESEARCH METHODOLOGY

Descriptive research design was adopted in the study

to gain insight into the perceived stress experienced

by the students during lockdown period between

April-May 2020 in India, due to COVID 19. A total

of 280 sample students-respondents pursuing their

higher education were chosen following snowball

sampling method and collected responses by

administering Perceived Stress Questionnaire (PSQ)

which consist of 30 items.

PSQ consist of 30 items indicate on the scale from

1 to 4, where 1=almost never, and 4=usually for each

statement and these questionnaire emphasis on the

ISC SAI 2022 - V International Scientiﬁc Congress SOCIETY OF AMBIENT INTELLIGENCE

412

respondents perceived stress during recent times. The

scoring is done according to the selection of

respondents, the items such as 1, 7, 10, 13, 17, 21, 25,

29 are scored 5. The perceived stress index is

calculated using the formula. PSQ Index = (raw score

-30)/ 90. The scoring yields the score between 0 and

1. Higher the score, higher will be the stress level

amongst respondents. To check the reliability of the

scale and statements, Cronbach’s Alpha test was used

in SPSS. It was found that PSQ is reliable with value

0.859 for 30-item statement.

Table 1: Reliability Statistics.

Cronbach’s Alpha N of Items

.859 30

3.1 Research Objectives:

3.1.1 Objectives of the Study:

1. To assess perceived level of stress experienced

by higher education students during lockdown

due to COVID 19

2. To identify the reasons for perceived stress

amongst these students during lockdown

3. To analyse the perceived stress amongst

higher education students across age and

gender.

4 RESULTS

4.1 Respondents Profile

Table 2: Demographics of the Respondents.

CHARACTERISTICS Frequenc

(%)

Gender

Female

Male

128

152

Age

< 20

7.5

32.1

15.4

22.1

18.9

2.5

1.4

Table 2, the demographic profile of samples

indicates that 54 per cent of respondents are male

(152) and the rest 46 per cent are female (128) out of

the total of 280 and majority of the respondents

belong to the age group of 18 – 25 Years

4.2 Descriptive Analysis

Table 3: Descriptive Scores.

Sl.

Questions Scor

1 You feel rested during lockdown

5.0

2 You feel that too many demands are

eing made on you

2.0

3 You feel irritable during crisis

2.3

You have too many things to do

2.5

You feel lonely and isolated

2.0

6 You find yourself in the situation of

conflict

1.8

7 You feel that you are doing things that

ou reall

5.0

You feel tired

1.9

9 Your fear that you may not able to

manage to achieve goals

2.0

You feel calm

5.0

You have too many decisions to take

2.5

You feel frustrated

2.1

You are on full energy

5.0

You feel tensed

2.0

Your problem seems to be piling up

2.1

You feel that you are in hurry

1.7

You feel safe and protected

5.0

You have too many worries

2.1

You are under pressure from others

1.8

You feel discouraged

1.7

You enjoy yourself

5.0

You are afraid of future

2.3

23 You feel you are doing things because

you must not

ecause you want to

2.1

You feel criticized or judged

1.8

You are light-hearted

5.0

You feel mentally exhausted

1.9

You have trouble in relaxing

1.8

28 You feel loaded down with

res

onsibilities

2.1

You have enough time for yourself

5.0

You feel under pressure from deadlines

2.1

PSQ Index = (Raw score -30)/ 90

= (84.6-30)/90

= 0.607

The PSQ Index is drawn from raw score which is

0.607. The PSQ Index value ranges from 0 to 1.

Higher the Index score, higher will be the stress level.

The raw score indicated the level of stress during

lockdown due to COVID-19. Higher the scores,

The Assessment of Perceived Stress during Lock-down Due to COVID 19 among Students

413

higher the level of perceived stress. The perceived

stress ranges from moderate to high perceived stress

amongst these survey respondents during this COVID

19 crisis.

4.3 Friedman Rank Test:

Table 4: Ranks.

Reasons for Perceived Stress during

lockdown

Mean

Ran

Too Many Demands on you 6.61

Feeling Irritable 8.03

Too many things to do 8.63

Feel lonely and isolated 6.59

Feel Tire

6.51

Fear of not achieving goals 6.84

Feeling frustrate

7.33

Feelin

tense

6.87

Too many worries 7.18

Feelin

discoura

5.25

Afrai

of future 7.98

Feeling mentally exhausted 6.17

Feeling under pressure from deadlines 6.99

Table 5: Test Statistics

N 280

Chi-Square 145.631

Df 12

Asymp. Sig. .000

a. Friedman Test

Friedman Rank test shows the ranks assigned by

respondents; it represents the rank information of the

data given by the respondents. The Friedman test was

used to determine the various factors (reasons) to

perceived stress. The respondents perceived stress

according to their reasons that caused stress by the

survey participants. It is observed from the table 4

that the students assigned the highest rant to “too

many things to do” reason as the cause of their stress

with mean rank 8.63, followed by “feeling of

irritation” with 8.03. The next reason quoted for their

stress was “afraid of future” which occupies mean

rank of 7.98 and “feeling discouraged was given the

least rank which is 5.25.

The chi-square table 5 shows that there is

significant difference between these factors at

significant value 0.00. Since the significance value is

less than 0.01, it is concluded that the mean ranks of

these factors are not same.

The respondents felt that they have too many

things to do, which is causing perceived stress. When

the students feel that they are not able to prioritize and

assign importance to concentrate on too many things

and execute the task, the stress level increases. This

may cause irritation during crisis. It may be due to

lockdown, staying at home, lack of social interaction,

not able to access to the basic requirements, addiction

to internet and social media. The uncertainties about

future, downfall in economic condition, lack of job

opportunities, worried about examinations, online

classes, and academics, not able to achieve goals,

which creates fear about the future.

4.4 Analysis of Variance – One Way

ANOVA:

Objective:

1. To analyse the perceived stress amongst

higher education students across age and

gender.

Hypothesis:

The perceived stress amongst higher education

students across age and gender remains same.

Table 6: Gender * Age Crosstabulation

Count

Total

<20 20 21 22 23 24 25

Gender Male

9 53 22 37 25 4 2

152

Female 12 37 21 25 28 3 2 128

Total

21 90 43 62 53 7 4

280

In terms of Gender, the percentage of males aged

20 is 53 (35%), which is larger than that of females in

the same age (28%). The percentage of females aged

23 and over is 22%, which is larger than that of males

in the same age group (16%)

Table 7: ANOVA Table.

Perceived

Stress

Perce

F Sig. Hypothesis

Gende

Male 54

0.17

.67

Unsupporte

Femal

Age

< 20

7.5

4.21 Supported

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414

32.1

0.0

15.4

22.1

18.9

2.5

1.4

The feeling of irritation during crisis is same

across males and females with significance value

0.675. It means that irrespective of being males or

female’s respondents, both experience the same level

of perceived stress when encountered with difficulties

in the life events. The feeling of irritation during crisis

varies significantly across different age of the

respondents with the significant value 0.00. Hence the

result can be interpreted that, the perceived stress

differs across different ages but remains same

amongst males and females.

Table 8: Percevied Stress * Age.

Count

Tota

Perceived

Stress

280

The table 8 shows that the perceived stress is more

amongst the students whose age is in the range 20 to

23. The students who are in the age group 20 has

experienced more perceived stress. Further research

can be conducted to have deeper understanding about

the age and perceived stress.

4.5 Discussion and Implications

The research reveals that the perceived stress amongst

these students ranges from moderate to high with the

PSQ Index 0.607. The perceived stress remains same

amongst the males and females. It means the

perceived stress does not differ amongst males and

females. But result also shows that the perceived

stress varies with age. The feeling of irritation,

frustration, worries, uncertainties of future, too many

demands, too many things in life, feeling tensed, tired

staying at home, feels mentally exhausted, feels

pressured due to deadlines, fear of future, are the

major reasons for perceived stress.

5 CONCLUSIONS

The study focused on understanding stress

experienced among Higher Education students

especially during the lockdown period and what could

be the possible repercussions of the same and if the

stress experienced by the students had an influence

with relation to age and gender. The study was

supported by relevant reviews in the area for framing

the hypothesis and data analysis substantiates that

students of higher education do experience stress due

to various reasons such as not being able to prioritize

work, feeling agitated, sceptical about future

opportunities due to lockdown which varied among

the students whose age is between 20 to 23 years.

Academic Institutions as well as students should put

collective efforts towards coping up with stress in

lockdown situation. Students should be counselled

and mentored by faculty members at the institute for

guidance on academic performance and boost their

morale to confident about being successful in future

endeavour. Brown H, E Delmann R (2000)

Individuals life style has a major impact on mental

health hence students should engage in physical

fitness in the form of routine workout, listening to

music, practising yoga. K. Jayasankara Reddy,

Karishma Rajan Menon and AnjanaThattil (2018).

Hence handling stress at a student’s level is mainly

possible by culmination of stress coping strategies

from academic institution and students.

6 LIMITATIONS AND SCOPE

FOR FURTHER RESEARCH

The study was focused mainly on assessing the

perceived stress level of higher studies students, also

to understand the various underlying reasons for

perceived stress using perceived stress questionnaire

consist of 30-item questions from 280 respondents.

The research also focused on analysing the perceived

stress level amongst males and females. The study

focused to understand the perceived stress level

during pandemic situation caused due to COVID 19.

The data was gathered through referrals of referrals

from survey respondents using snowball sampling.

The further research can focus on identifying the

coping strategies during such crisis. The negative life

events disturb causing irritation and frustrations

The Assessment of Perceived Stress during Lock-down Due to COVID 19 among Students

415

amongst the common people as well. So, the study

can focus on general public by increasing the sample

size to have accurate results.

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