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Stress is a widely debated aspect of psychology; this is due to a number of reasons such as a higher awareness in psychology of its importance to good mental health, and mediated attention in society. In 1998 1 in 5 of the British workforce deemed their jobs stressful, and further studies in 2005 found that 15.2% of British workers believed their jobs were extremely stressful (HSE, Government Statistics). This demonstrates the reason for and extent of research in this area. Dill and Henley’s study compares the differences between the stressors that affect traditional and non-traditional students. This is an important area to research as the performances of future students may be relieved by understanding the stressors that affect them. This review will view the different components of the study so that its significance can be understood and improved upon for future research.
This study starts by introducing previous research in the same area of study and explaining reason for the research to be expanded. The two main previous studies they report are Yarbrough and Schaffer 1990, and Chartrand 1990. Chartrand’s study mainly used women rather than men and was on non-traditional students, and looked at personal distress and its effect on academic performance. While Yarbrough and Schaffer 1990 compared school related anxiety of traditional and non-traditional students, they found non-traditional students were under less stress than traditional. The study proposes therefore taking the research further by researching what the different types of students find stressful. Essentially it is looking into the primary appraisals of the different types of students and making general comparisons between the appraisals of the two groups. This seems to be a relative progression in research on academic life and stressors that students face. There is also an emphasis on using more equal proportion of genders, due to neglect by previous research.
The participants used...