Gender differences in stress intensity is the central topic of this scientific publication.
Abstract
Introduction. Assisting students face high academic demands which, together with interpersonal, intrapersonal and professional requirements, can be a significant source of stress. The aim of the research was to examine the intensity and frequency of the source of stress, coping strategies and identify gender differences among students, future assisting professionals. Methods. An observational, cross-sectional study was conducted amongst the students of the University of the Belgrade Faculty of Security (Serbia) who, after graduation, will acquire the title of a security manager responsible for human resources in the civil sector. The data were collected in the period October/November 2018. The authorized questionnaire SSM-30 by Jović (Stress scale for the young – 30) was used, which enables students to assess the tress situations intensity on a scale from 1 (minimum) to 10 (maximum intensity). The SSM-30 questionnaire is a combination of the standard Life Events Scale – Holmes Rashe Life Events Scale, also known as the Social readjustment Rating Scale and life events characteristic for the student population. The questionnaire also included the sample demographic characteristics –gender, and a year of study. The SSM-30 scale includes a list of stressful events and stress coping mechanisms shown in the results. Results. The most common sources of stress in both genders were social and academic ones: death in the family, critical illness in the family, an accident of a person I love, unwanted pregnancy, lie by lose people, disagreement with parents, loss of a study year, crisis, uncertainty after graduation and partner’sinfidelity. The most frequently used mechanisms for controlling and overcoming stress were mostly social: talking with friends, listening to music, family support, frequent walks, socializing and going out, using the Internet, frequent sleep, intense physical activity, crying and relaxation. Statistically significant differences between the gender – female students demonstrated self-worth of higher intensity during the majority of stressful situations, as they use different stress coping mechanisms from their male students. Conclusion. The results obtained with regard to the assessment of stressors and the use of specific mechanisms for coping indicate the necessary additional education of students in this field in order to be more focused and open for free professional help, when necessary.
Conclusions
The conducted research is a study of the perception of stressful life situations and the impact of gender differences on experiencing stress in the population of the Faculty of Security – University of Belgrade, who are studying for the position of security managers responsible for the protection of human resources safety and health. The survey included respondents of all four years of study, with a female population dominating the sample (77.4% vs. 22.6%), which is in line with data from other surveys on prevalent female students at most faculties in our country and in the world educating assistingprofessionals (assistant professions) (21, 24, 25). Reference data show that feminine gender is a significant independent predictor of stress perception, that is, a higher stress response (24, 26, 27), which means that these gender differences are not specific to students who are educated for future emergency care specialists (20, 21). Most situations of high-ranking stress levels arise from non-academic sources, mainly from family relationships, relationships with people important to students (friends, family members, partners) and socio-economic problems. Our study showed that girls evaluated the majority of stressful situations on the SSM-30 scale statistically significantly more intensively than boys (in 27 out of 30 items, with the exception of three items: Breaking Friendship, Greatmaterial loss and Partner’s infidelity) (Table 1). A possible explanation for the differences found is that it is easier for a feminine gender to express their feelings related to stressful situations, unlike the young men, and it seems that girls express their emotions more turbulently. Blanch and associates in the revised literature review of gender differences among students in the US in terms of self-confidence find that female students have a lower level of self-confidence and a higher level of anxiety in relation to male students, which can also be one of the reasons for a more turbulent response to stress. Gender-specific approach to programs for cognitive-behavioral stress management (28) is also based on these findings. Students who are studying for assistingprofessionsmust meet high academic requirements which, together with interpersonal, intrapersonal and professional requirements, can be an important source of stress. Interpersonal stresses include: insufficient interest in a particular field, subject or task, negative thoughts arising from the review of their own behavior, feelings related to changes of their own bodies and dissatisfaction with their own appearance (5), relationships with the roommates, unwanted pregnancy of female students, sexual problems, relationships with the opposite sex (29). These stressors include also divorce, unemployment, illness or death of parents, excessive expectations from parents, friends and close relatives, or insufficient social support, which ultimately can lead to disappointment or lead to depression and change in interpersonal relationships (11). Intrapersonal stressors: related to public appearances, changes in eating habits, new way of managing finances and often lack of money (30,31,and 32). Our results have shown that they are highly ranked on the scale of stress. Social stressors such as Death in a family, Criticalillness in a family, Accident of a loved person.Unwanted pregnancy, Lie by a close persons, Disagreement with parents, Lack of money, Economic crisis, and Partner’s infidelity. Sreeramareddy and associates state that the most significant and most frequently cited psychosocial sources of stress for medical students were family separation and dwelling in a students’ dormitory, too high expectations from parents, a transient curriculum, and a lack of time and conditions for fun (33). Situations of an Accident of a loved person and Partner’s infidelity are on the 3rd and 10th place among the students in our research, and are also highly quoted in the research of Muirhead and Locker, where 60% of students stated that they were under stress due to problems in relations with the opposite sex (34). Academic sources of stress are also high on the list of stressful life events of faculty students educated for assistingprofessionals (25). Academic stressors include: change of the educational environment (35) the way of organizing obligations during the semester (11.36) inadequate material for the preparation of the exam (37), unclear tasks and uncomfortable classrooms, relationships with faculty employees and time pressures can also be sources of stress 16) as well as the need for constant self-control and the development of better thinking skills, including specific techniques/learning methods. Students under stress show signs of emotional suffering, aggressive behavior, shyness, social phobia, depression, anxiety, suicidal thoughts, concentration drop and often lack of interest in common activities. Additionally, the stressors can include the obligation to pay tuition fees, as well as potential doing business (employment) while complying with student obligations, (38), and taking care of an unclear future (39). Of the academic stressors in our research, the highly ranked are aLoss of study year, Uncertainty after graduation and Exams and grading (Table 1), and similar results are often cited in literature (24, 40, 41). Moffat and associates state that the main stressors for students were more often related to professional training, individual learning, progressduring the year, achievements and availability of literature, than to personal problems (40). In addition to these situations, the papers from the available literature state that intensive stress for students is also associated with the following situations: pressure to perfectly perform skills related to working with clients, overloading obligations, belief in their own efficiency at work (18), day fulfilled by the obligations and lack of free time for relaxation (41); double obligation – the role of a student and the role of a spouse at the same time (34), which the respondents in our study did not cite as a significant source of stress, would be among the top 15 on the list of life events. The most frequently used mechanisms for stress control by students in our study are: Conversation with friends, Listening to music, Family support, Frequent walks, Socializing and going out,or using social support mechanisms (Table 2), which is in line with research by other authors 1, 24, 29, 42). It is therefore important to promote social support among students, especially among those with a low level of support. Students without social support find alternate support as a protective factor in order to build resilience and face the stress more efficiently. Peer support especially reduces stress and is advocated as a valid method of stress management among students.However, this strategy is just one aspect of a wider solution and it is necessary to comprehensively examine the problem at the institutional level. Alarmingis the result of our study that an extremely small number of students addresses an expert (psychologist or psychiatrist) to seek professional help, and that a significant percentage of them, primarily male students, use ineffective and harmful health mechanisms, such as the use of alcohol, tobacco and illegal drugs, which can also be a socio-cultural feature of the social milieu. Stressors during study can affect the quality of life and satisfaction with life, as well as the results of exams, and later the reduced efficiency in their future assisting profession (22, 23), therefore, the implementation of preventive measures in this area is extremely important, based on stress assessment and stress coping mechanisms. The significance and contribution of the study to the investigated problem is that in our country, as far as the authors are informed, no research in stress and coping mechanisms has been conducted so far, with the examination of gender differences in non-medical students for the assisting profession. It is recommended to students with discovered high overall stress levels tocomplete standardized questionnaires for the diagnosis of anxiety and depression, for the purpose of selecting a category of students requiring expert assistance in coping with psychological problems. The limitations of the study are related to the fact that this is a cross sectional study carried out at one faculty. It would be useful to conduct a prospective study, as well as to compare self-assessmentsof stress among medical and non-medical assisting professionals in order to plan specific education and preventive measures for certain types of assisting professions. The results of this study have shown the high frequency and intensity of self-assessment of stress among the examined students. The most prominent are social stressors,followed bythe academic ones. The most frequently used mechanisms of stress management by students in our study were social support mechanisms: Conversation with friends,Listening to music, Family support, Frequent walks, Hanging and going out. The results obtained with regard to the assessment of stressors and the use of specific mechanisms of coping indicate the necessary additional education of students in this field in order to be more focused and free to seek professional help, when necessary.
How to cite
Reference – Gačić, J., Jović, J. S., Terzić, N., Cvetković, V., Terzić, M., Stojanović, D., & Stojanović, G. (2021). Gender differences in stress intensity and coping strategies among students – Future emergency relief specialist. Vojnosanitetski pregled/ Military-medical and pharmaceutical review, 78(6), 635-641.
