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Restatement of the hypothesis
According to the major hypothesis, there are no significant differences in mood or stress levels among the students attending Kean University. Nevertheless, the findings do not confirm this assumption. At first, they indicate there are various independent variables that affect the stress levels of learners who were interviewed during this study. In particular, one should speak about the connection between academic year and optimism.
In other words, learners attending the university for a greater number of years tend to be more optimistic. Additionally, one should mention that the level of a student’s hyperactivity is dependent on the major that he/she has chosen. It is also necessary to mention that the increase in a person’s concentration makes him/her feel more disturbed. Furthermore, people, who struggle with anxiousness, tend to feel more depressed. Furthermore, respondents reported close association between being disturbed and restlessness. This study also indicates that the increased levels of anxiety usually intensify a student’s irritability.
Apart from that, people with poor appetite are more vulnerable to depression. It should be mentioned that appetite is normally influenced by the level of perceived anxiety. As a rule, people, who struggle with anxiety, tend to consume more food. Finally, people, who are engaged in a greater number of daily activities, are more likely to feel excitement. Nevertheless, there is a negative correlation between tiredness and nervousness. Overall, this discussion shows that students of Kean University can differ in terms of stress level. Moreover, there are several factors that are important for explaining a person’s vulnerability to stress or depression. Additionally, there are various attributes that can enable a person to reduce the level of stress. For instance, one can speak about active lifestyles.
Implications and interpretation of the results
To some degree, these results confirm the findings of other scholars; for instance, one can refer to the studies showing that there is a significant correlation between the consumption of food and emotional experiences of an individual (Osdoba, Mann, Redden, & Vickers, 2015). Nevertheless, at the same time, the collected data are not consistent with the assumption according to which tiredness inevitably leads to anxiousness and stress.
To some degree, this outcome can be explained by the fact that people, who experience high levels of fatigue, may sometimes become indifferent of the problems that previously seemed very important to them. Nevertheless, other results are compatible with previous findings; for instance, one can speak about the influence of such variables as the degree of concentration on a certain task or the relationship between anxiety and irritation.
At the same time, this study extends existing research because it focuses on the experiences of a specific population, namely, the learners of a university. To some degree, these findings support the so-called Lazarus model of stress. According to this framework, a person can experience stress, if the perceived demands set by other people exceed his/her resources or competencies (Cooper & Deve, 2008, p. 68). For instance, learners may believe that they cannot meet the requirements set by professors. As a result, they tend to experience stress.
Strengths and limitations of the study
There are several strengths of this study. In particular, the sample includes the participants belonging to various ethnic groups and cultures. Moreover, the respondents represented various age groups. Nevertheless, there are several limitations of the study. In particular, one should mention that the female students were significantly overrepresented in the sample. In particular, there were 20 females and only 6 males.
Provided that there had been a greater number of male respondents, the results could have been different. Additionally, the sample was rather small and it was not representative of the student body in Kean University. Another important limitation is that this study included several independent variables that may appear interchangeable. For instance, one can speak anxiety and restlessness. So, it is vital to include a list of variables, define them, and illustrate their distinctions. These are some of the issues that should be taken into account.
Directions for further studies
On the whole, it is possible to distinguish several directions for further studies. In particular, one can examine the experiences of students as a social group. So, the study should not be limited only to the learners of Kean University. In particular, the researchers should focus on two groups of variables 1) those factors that increase a student’s vulnerability to stress, and 2) the attributes that increase a person’s resilience to external stressors.
For instance, it is possible to single out such variables as communication with friends or relatives, physical exercises, and the knowledge of various stress management techniques. Additionally, further studies should test the Lazarus model of stress. This model implies that the level of stress depends on the perceived ability of people to meet the requirements that are set for them (Cooper & Deve, 2008, p. 68). In turn, it is important to determine the extent to which this model is applicable to students. These are some of the suggestions that can be offered.
Overall, this research can be regarded as a starting point for further studies that will be aimed at examining the factors which influence the stress levels of individuals. The results indicate that the students attending Kean University differ in terms of stress levels. Among the major independent variables that influence stress levels, one can distinguish appetite, the degree to which a person is concentrated on a certain task, or the influence of anxiety. So, it is critical to remember that students of Kean University differ in terms of their vulnerability to stress. More importantly, one should design strategies that can help learners overcome this difficulty.
Cooper, C., & Deve, P. (2008). Stress: A Brief History. New York, NY: John Wiley & Sons. Web.
Osdoba, K., Mann, T., Redden, J., & Vickers, Z. (2015). Using food to reduce stress: Effects of choosing meal components and preparing a meal. Food Quality and Preference, 39(25), 241-250. Web.