Elements of stress relieving strategies amongst engineering students

Abstract

BACKGROUND:

Stress relieving strategies (SRS) are quite significant to get rid of stress in engineering students.

OBJECTIVE:

The objective of this study is to determine the SRS factors in the engineering universities in Punjab state of India. This effort also aims to check the determinants of SRS.

METHODS:

The data is collected through a questionnaire survey conducted on engineering students of two different universities. The collected data out of 400 surveys is subjected to factor analysis and Anova.

RESULTS:

The factor analysis exposed various factors that influence the SRS. The study has projected the effects of SRS on gender, age, engineering streams, nature of universities.

CONCLUSIONS:

It is found that the SRS in students is partially influenced by engineering streams and gender of the engineering students.

Keywords

Stress relieving strategies gender age engineering streams nature of universities

1 Introduction

The prime objective of technical education is to make an individual’s existence prolific. The quality of education can be improved with the set of educational policies and procedures, right attitude and right actions. It all depends upon the students’ aptitude and ability too. The students approaching the technical institutions should be equipped with mental as well as physical ability to perform well.

Since last decade, Engineering Institutions as well as the intake in Engineering Education has increased by leaps and bounds. The growth rate of number of institutes was 2.88% per annum. On one hand, it indicates the massive demand for engineering courses, but there are many problems also associated with massive expansion. Placement issue is the biggest concern for graduate engineers. Can we provide suitable jobs and respectable future to these massive turnouts? The most pertinent question is how to raise the performance level of a student which can be dealt by providing quality education. It also requires practical teaching, ideal teacher-taught ratio, state of art laboratories and latest knowledge management technologies for sharing and disseminating knowledge. Another issue that demands an immediate attention is the growing amount of stress in engineering graduates. It might be allied to academics, examination, peer, teachers/parents’ pressure and high financial aspirations. Stress is the reaction of the mind or the body to any unwanted situation. Students in engineering colleges are facing stress. Stress leads to various problems. Stress adversely influences productivity [1, 2] leads to difficulty in life adjustment [3] and also results in increasing rates of suicides [3, 4]. This problem thus needs immediate attention. The present research tries to focus on this emerging issue to help the students tackle this problem through different interventions. In this study the authors wanted to regulate the Stress Relieving Strategies (SRS) in the engineering universities in the state of Punjab in India. This effort also aims to check the determinants of SRS. It is also to be found out whether SRS in students is influenced by gender, age, engineering streams, nature of universities?

The research questions that this paper tries to address are:

Are engineering students facing stress?

What are the various stress management strategies?

Which stress management strategies are more effective for engineering graduates?

2 Stress

Individual snags at home, in relationships, and workplace leads to manifestation of stress. Family “well-being” comprises equilibrium in relationships, ability of family members’ to meet crucial characters at home, imbibing right values and practices during child rearing including the psychological and external health and development of everyone in their family. Kai-Wen et al. pinned the sources of stress among college students in Taiwan [1].

He quoted that family factors strongly stress the male students than female ones; and the students in higher grades become more stressful physically, mentally, emotionally and school factors. Moreover loan taken by students’ grain the same kind of stress as in higher grades.

2.1 Causes of stress

The various causes of stress are explained below:

Academic

Personal

Financial

2.2 Strategies for managing stress

A healthy lifestyle is an essential companion to any stress-reduction program. Ultimately high level of stress is likely to affect the health of the students [3]. Effective time management strategies are frequently suggested by academic assistance personnel as aids to enhance achievement for college students and they increase academic performance [4].

There are other researchers who suggest yoga and meditation to cope with this issue. This paper is focused on these exercises to reduce stress amongst students. Stress management is a combination of exercise programmes viz. meditation, yogic postures, relaxation techniques, behavior and attitude modification therapies and change in lifestyle. A very important aspect to manage the stress in one’s life is to change the attitude. This means one must have a positive attitude, i.e. one should always think positive. Stress management is not a ritual rather it is a holistic system that balances one’s physical, psychological emotional and spiritual well-being. It helps to attain better state of concentration, peace, operational efficiency and patience.

Yoga, is a way of life, is characterized by balance, health, harmony, and bliss [5]. Meditation is the seventh limb of Ashtanga yoga, [6] a state of alert rest as stated by Maharishi Mahesh Yogi. Scientists founded a new technique of meditation, popularly known as transcendental meditation [7]. By practicing yoga, a person is supposed to reach a state of mental equanimity, where responses to favorable or unfavorable external events are well under the individual’s control, and responses are moderate in intensity [8].

The science of yoga is a powerful stream of knowledge, which enables the practitioners to achieve radiant physical health, serene mind, continuous spiritual uplift, and creates the ability for harmonious social living [9], Hatha yoga practices, like asanas (i.e., postures), pranayama (i.e., breathing practice intended to influence vital forces), kriyas (cleaning processes), mudras (i.e., certain interval attitudes), and bandhans (i.e., neuromuscular locks) are mostly taught as physical practices. While various meditational techniques work at the mental level, all these practices are intended to develop a certain type of awareness within oneself, which in turn brings about a change in emotional and visceral functions, and through them, a change in intellectual and somatic functions of the individual takes place [10].

Scientists represented meditation as a clear experience as well as distinct state of “thoughtless awareness” or ‘mental silence’, in which without decreasing the level of alertness, the activity of the mind is minimized [11]. Meditation is the methodical expansion of human consciousness beyond acquired beliefs and attitudes about life so as to encounter a deeper reality directly [12]. To evaluate various psychological and behavioral effects of meditation, numerous scientific investigations have been conducted.

Brown (1984) conducted experiments on visual sensitivity among Buddhist meditation practitioners using before-after and control group design [13]. Post test was conducted after three months of rigorous meditation practice. Visual sensitivity was measured by detection threshold and discrimination threshold using simple light flashes. They reported significant improvement in visual sensitivity after the meditation retreat.

Other studies also reported similar decrease in visual threshold and increased auditory acuity after the meditation [14]. Other studies reported increased visual imagery abilities [15], enhanced attentive ability [16], reduction of perceptual noise [17], increased reaction time [18], and enhanced perceptual motor speed [19]. It was reported that higher performance on nonverbal intelligence test was anticipated after practicing TM for a few months [19].

These results have been corroborated by [20], reporting improvements in cognitive abilities. Studies on TM practitioners generally reported to have positive impact on intelligence, school grades, learning ability, short and long term memory [21]. Mixed results have been reported regarding creativity and meditation. TM researchers reported enhanced creativity with TM practice [22]. However, other researchers could not find any relationship between meditation and creativity [23]. Self-actualization is thought to be the major goal of dedicated meditation practitioner. Various studies have measured several aspects of self-actualization and experiences in meditation. They have performed a meta-analysis on 42 studies on the effects of TM and other forms of relaxation on self-actualization [24]. Their measure of self-actualization included three independent factors: affective maturity, integrative perspective on the self and world, and resilient sense of self. They found effective size of TM on self-actualization is approximately three times larger than other forms of meditation and relaxing practices. Other studies also reported increase in various dimensions of self-actualization with meditation [25].

Stress is a response to a real or imagined event which alters the normal functioning of the body. It is body’s natural reaction to both the physical and psychological changes. It produces a number of undesirable effects both at physical and mental level. Joshi et al. detected undesirable effects of stress both at physical and mental level. When acoustic meditation drills were applied to control stress, 95% population showed the positive results as gain of stress relief.

Meditation is an emerging tool of Human Resources Management in modern organizations. It is very much helpful to solve several problems of the employees as well as organizations by enhancing the overall efficiency of the both. Meditation is helpful in eradicating the interpersonal/organizational conflicts at the workplace. Scientists found acoustic meditation quite effective in achieving the control over various personality traits. It was noticed that 95% of the subjects benefitted in terms of arrogance relief, 90% towards confidence, 70% for optimism plus 85% towards patience [26].

Engineering education is a field of vast diversity and this being ever-demanding field of science and technology, the mediocre students find it hard to come up with the increasing demands of engineering curriculum. It is important to improve the performance of an engineering graduate to help him develop in an all-round personality and a thorough professional in his respective field. Joshi et al. dealt with the effect of meditation on the analytical power, memory power, concentration and examination performance of engineering students. The effort provides a useful insight into the technique of meditation to be implied for improving the performance of an engineering graduate. As per the results obtained, after carrying out exhaustive study, authors are encouraged to share this technique to be used by students to achieve excellence in the academic field of engineering.

2.3 Strategies to overcome stress

The various co-curricular activities like games, music, promoting societies where students can give vent to their energies by pursuing the activities of their choice may help to reduce stress level. Here two techniques of yoga and music are explained.

2.3.1 Deep breathing

Scientists explored how breathing and mental stress affects the Heart Rate Variability (HRV). Scientists investigated the effects of Yogic exercises with deep breathing on physiological parameters in women and found the results highly encouraging [27, 28]. So in this experimental analysis it has been proved that, GSR biofeedback with deep breathing can be recommended as effective stress monitoring and distressing technique. Researchers have proved that deep breathing as well as other yogic exercises can reduce distress positively. Scientists did research and found that a ten week Tai-Chi and Yoga educational training program which includes deep breathing, which have a positive influence on antioxidant capacity and oxidative stress measures and is effective for improving health fitness for females [29].

2.3.2 Music

Since ancient times music plays an important role for stress management. It is proved that music and medicine in combination is a boon to cure many physical diseases and disorders [30, 40]. Music is an art, and classical music got recognized around 11th century and gained popularity due to the systematic notation.

The music creates magical influence on mind and freshens it. Many of the people relish to listen music from morning till night. Classical music soothes the brain greatly; it positively effects the human’s hormone system that’s why people feel relaxed after hearing the classical music.

We know India has strong historical background of music. The studies have proved that many kinds of disorders like anxiety, pain, stress, depressive syndromes, and sleeplessness in human beings will be cured by listening music [31]. It can decrease the heart rate and blood pressure to normal.

3 Population and sampling

The entire research activity is segregated into two phases of research.

3.1 Phase 1 (Selection of population)

The engineering students as population were selected as while teaching it was observed that the students in engineering have to undergo heavy academic stress.

3.2 Sample size determination

The present study has covered a total of four engineering streams from two different universities. As per calculations the minimum sample size was 246 so 400 sample population was used.

Initial study was conducted on 400 engineering students (who volunteered), from four streams i.e. Civil, Computer, Electronics and Communication and Mechanical Engineering in the age group of 18 to 22 years. They were selected from two state universities of engineering (one private and other government as mentioned above). The details are shown through Table 1 and 2. These two universities are rated high in state and national rankings.

Table 1
Details of the subjects

Type of university Trade Females Males Total

Government university of engineering Civil Engineering 6 44 50

Computer Engineering 28 22 50

Electronics and Communication Engineering 18 32 50

Mechanical Engineering 2 48 50

Private university of engineering Civil Engineering 2 48 50

Computer Engineering 22 28 50

Electronics and Communication Engineering 26 24 50

Mechanical Engineering zero 50 50

104 296 400

Type of university	Trade	Females	Males	Total
Government university of engineering	Civil Engineering	6	44	50
	Computer Engineering	28	22	50
	Electronics and Communication Engineering	18	32	50
	Mechanical Engineering	2	48	50
Private university of engineering	Civil Engineering	2	48	50
	Computer Engineering	22	28	50
	Electronics and Communication Engineering	26	24	50
	Mechanical Engineering	zero	50	50
		104	296	400

Source: Author compilation.

Table 2

Demographic characteristics of respondents

Demographic characteristics	Classification	No.	Percentage %
Age	< 20 years	84	21
	= 20 years	134	33.5
	> 20 years	182	45.5
Gender	Male	296	74
	Female	104	26
Engineering stream	Civil Engineering	50 + 50	25
	Computer Engineering	50 + 50	25
	Electronics and Communication Engineering	50 + 50	25
	Mechanical Engineering	50 + 50	25
Nature of university	Thapar University (Private)	200	50
	Punjabi University (Government)	200	50

Source: Author compilation.

3.3 Phase 2 (Selection of sample)

The stratified random sampling technique was used to choose the respondents. The students were short-listed based on their self-observation reported, as well in the interview about exhibiting stress.

The group of 400 students were classified on basis of age {< 20 years (84), = 20 years (134) and > 20 years (182)}, gender {males (296) and females (104)}, type of family {nuclear (300) and joint (100)}, religion {Hindu (291), Sikh (108) and others (1)}.

3.4 Demographic profile of respondents

Demographic characteristics of respondents un-dertaken in the present study are gender, age, engineering streams and nature of university vise distribution of respondents. Table 2 represents the demographic characteristics of the respondents.

3.5 Survey instrument

For the short-listed students, the stress level was assessed with the help of a self structured questionnaire. Questionnaire comprised of personal data form, which includes the basic information of the respondents such as age; stream; university; gender; religion; and type of family. There were 19 questions on Stress Relieving Strategies (SRS) in the Appendix. Respenose method was through rating each factor on Likert’s 5 point scale by ticking (√) on one of the five boxes where 1 meant least priority and 5 was highest priority.

3.6 Reliability and validity

A pilot study was conducted for pre-testing of questionnaire on a group of 54 respondents for checking the reliability and validity of the questionnaire. Valuable suggestions of academicians and researchers were incorporated and some of questions were reframed for satisfying the research objectives. The details of the final questionnaire with 19 items on SRS are provided in the Appendix. The questionnaire was validated by the academicians and researchers. It possesses a good validation score (3.7 on a scale of 5). The changes suggested by experts were incorporated in the questionnaire. Some questions were deleted and at same time, some were rephrased. Reliability applies to a measure when similar results are obtained over time and across situations. The details of reliability of different sections have been reported through Table 3.

Table 3
Reliability statistics

S. No. Items Factor name Cronbach Alpha

1. 19 Stress Relieving Strategy 0.744

S. No.	Items	Factor name	Cronbach Alpha
1.	19	Stress Relieving Strategy	0.744

Source: Author compilation.

3.7 Hypotheses development

Initially effort was made to examine if there was a difference in coping strategies based on gender, age, engineering streams and university through ANOVA.

The related hypotheses are:

H_1a: There is a significant difference in the Stress Relieving Strategies based on gender.

H_1b: There is a significant difference in the Stress Relieving Strategies based on age.

H_1c: There is a significant difference in the Stress Relieving Strategies based on engineering streams.

H_1d: There is a significant difference in the Stress Relieving Strategies based on nature of university.

3.8 Delimitations of the study

In this study the authors want to regulate stress using stress relieving strategies (SRS) in the engineering universities in the state of Punjab in India. The authors have relied for data collection on two renowned universities in the state of Punjab in India. The study purposes to check the relevance of SRS in engineering students from computer, mechanical, electrical and civil streams from selected universities. It is an investigation to understand why students in engineering colleges are confronting stress and according to their perception which strategies are more important.

4 Results

The results of factor analysis as shown through Table 4, highlight that based on factor analysis five factors emerged. These five factors explained 51.119% of variation. The first factor viz. SRS-1: Peer assistance and family support had Eigen value 15.097 and explained 15.097% of variation. The first two items, viz. SRS3: Seek comfort and help from family and friends and SRS4: Think through different ways to handle the situation were loaded heavily (as 0.761 and 0.751 respectively) signifying higher importance than other factors. The composite reliability is 0.726 and average variance extracted is 0.428. This suggests high construct reliability for this factor. SRS-2: Resorting to unfavorable practices had three items only viz. i.) SRS10: Drink alcoholic beverages with item loading of 0.769 and SRS1: Eat, smoke or chew gum loaded with 0.758. The average variance extracted is 0.472 and composite reliability is 0.722. The values are important.

Table 4
Factor analysis for identification of factors affecting Stress Relieving Strategies

Factor name Items Factor loading Eigen value % of variance C AVE CR

SRS-1: Peer assistance and family support SRS3: Seek comfort and help from family and friends 0.761 15.097 15.097 15.097 0.428 0.726

SRS4: Think through different ways to handle the situation 0.751

SRS13: Share with someone who has faced similar situation 0.631

SRS2: Look at the problem objectively 0.578

SRS11: My friends / relatives remain ready to help me in the difficult times 0.516

SRS-2: Resorting to unfavorable practices SRS10: Drink alcoholic beverages 0.769 10.305 10.305 25.402 0.472 0.722

SRS1: Eat, smoke or chew gum 0.758

SRS7: Blame someone else for your problems 0.500

SRS-3: Withdrawal symptoms and delegating job to others SRS9:Let someone else solve the problem 0.686 9.763 9.763 35.165 0.418 0.683

SRS15: Withdraw from the situation 0.647

SRS12: Resign yourself to the situation because things look hopeless 0.605

SRS-4: Procrastination SRS16: Release tension with physical activity 0.773 9.510 9.510 44.676 0.406 0.667

SRS18: Listen to music to release tension 0.565

SRS14: Go to sleep, figuring things will look better in the morning 0.550

SRS-5: Resorting to stress alleviation techniques SRS8: Practice meditation and yoga as stress relievers 0.655 6.443 6.443 51.119 0.414 0.585

SRS6: Day dream, fantasize –0.631

Factor name	Items	Factor loading	Eigen value	% of variance	C	AVE	CR
SRS-1: Peer assistance and family support	SRS3: Seek comfort and help from family and friends	0.761	15.097	15.097	15.097	0.428	0.726
	SRS4: Think through different ways to handle the situation	0.751
	SRS13: Share with someone who has faced similar situation	0.631
	SRS2: Look at the problem objectively	0.578
	SRS11: My friends / relatives remain ready to help me in the difficult times	0.516
SRS-2: Resorting to unfavorable practices	SRS10: Drink alcoholic beverages	0.769	10.305	10.305	25.402	0.472	0.722
	SRS1: Eat, smoke or chew gum	0.758
	SRS7: Blame someone else for your problems	0.500
SRS-3: Withdrawal symptoms and delegating job to others	SRS9:Let someone else solve the problem	0.686	9.763	9.763	35.165	0.418	0.683
	SRS15: Withdraw from the situation	0.647
	SRS12: Resign yourself to the situation because things look hopeless	0.605
SRS-4: Procrastination	SRS16: Release tension with physical activity	0.773	9.510	9.510	44.676	0.406	0.667
	SRS18: Listen to music to release tension	0.565
	SRS14: Go to sleep, figuring things will look better in the morning	0.550
SRS-5: Resorting to stress alleviation techniques	SRS8: Practice meditation and yoga as stress relievers	0.655	6.443	6.443	51.119	0.414	0.585
	SRS6: Day dream, fantasize	–0.631

C: Cumulative; AVE: Average variance extracted; CR: Composite Reliability. Source: Author Compilation.

SRS-3: Withdrawal symptoms and delegating job to others explained 9.763% of variation. Its first component SRS9: Let someone else solve the problem had loading of 0.686. The average variance extracted is 0.418 and composite reliability is 0.683 are both in acceptable range.

The next factor viz. SRS-4: Procrastination ex-plained 9.510% of variation. The first item, SRS16: Release tension with physical activity loaded high as 0.773. The composite reliability is 0.667 and average variance extracted is 0.406. The fifth factor is SRS-5: Resorting to stress alleviation techniques explained variance of 6.443% and had eigen value of 6.443. It had two items (loaded as 0. 655 and 0.631). SRS8: Practice meditation and yoga as stress relievers. SRS6: Day dream, fantasize are important. The composite reliability is 0.585 and average variance extracted is 0.414 are both in acceptable range.

As shown in the Table 5, ANOVA results reflect that there is no significant difference in perception of respondents in three of the five factors (SRS-3: Withdrawal symptoms and delegating job to others, SRS-4: Procrastination, SRS-5: Resorting to stress alleviation techniques influencing stress relieving strategies based on gender groups considered for analysis. But other two factors i.e. SRS-1: Peer assistance and family support, SRS-2: Resorting to unfavorable practices, the results reflect significant difference on Stress Relieving Strategies with respect to gender grouping. This shows there is more similarity of perception of the respondents on the Stress Relieving Strategies based on gender grouping.

Table 5

ANOVA results for gender groups and factors influencing Stress Relieving Strategies

		Sum of squares	df	Mean square	F	Sig.
SRS-1: Peer assistance and family support	Between groups	5.682	1	5.682	6.961	0.009^**
	Within groups	324.874	398	0.816
	Total	330.556	399
SRS-2: Resorting to unfavorable practices	Between groups	6.865	1	6.865	7.066	0.008^**
	Within groups	386.670	398	0.972
	Total	393.535	399
SRS-3:Withdrawal symptoms and delegating job to others	Between groups	0.885	1	0.885	0.983	0.322
	Within groups	358.499	398	0.901
	Total	359.384	399
SRS-4: Procrastination	Between groups	0.979	1	0.979	0.993	0.320
	Within groups	392.265	398	0.986
	Total	393.243	399
SRS-5: Resorting to stress alleviation techniques	Between groups	0.180	1	0.180	0.207	0.650
	Within groups	346.360	398	0.870
	Total	346.540	399

^***p < 0.001; ^**p < 0.01; ^*p < 0.05 df: Degrees of freedom; F: F ratio; Sig: Significance. Source: Author compilation.

Thus, the hypothesis H_1a: there is a significant difference in the Stress Relieving Strategies with respect to the different gender groups has been partially accepted.

As indicated in Table 6, ANOVA results reflect that there is no significant difference in any of the five factors influencing Stress Relieving Strategies based on age groups considered for analysis. This shows there is similarity of perception of the respondents on the Stress Relieving Strategies based on age grouping.

Table 6

ANOVA results factors influencing Stress Relieving Strategies based on age

		Sum of squares	df	Mean square	F	Sig.
SRS-1: Peer assistance and family support	Between groups	1.614	2	0.807	0.974	0.378
	Within groups	328.942	397	0.829
	Total	330.556	399
SRS-2: Resorting to unfavorable practices	Between groups	2.309	2	1.154	1.171	0.311
	Within groups	391.226	397	0.985
	Total	393.535	399
SRS-3: Withdrawal symptoms and delegating job to others	Between groups	5.529	2	2.764	3.101	0.046^*
	Within groups	353.856	397	0.891
	Total	359.384	399
SRS-4: Procrastination	Between groups	0.231	2	0.115	0.117	0.890
	Within groups	393.013	397	0.990
	Total	393.243	399
SRS-5: Resorting to stress alleviation techniques	Between groups	0.285	2	0.143	0.164	0.849
	Within groups	346.255	397	0.872
	Total	346.540	399

^***p < 0.001; ^**p < 0.01; ^*p < 0.05 [df: Degrees of freedom; F: F ratio; Sig: Significance]. Source: Author compilation.

Post-hoc Tukey was conducted to have clarity on the differences. The results are shown through Table 7. In case of SRS-1: Peer assistance and family support, SRS-2: Resorting to unfavorable practices, SRS-3: Withdrawal symptoms and delegating job to others, SRS-4: Procrastination and SRS-5: Resorting to stress alleviation techniques, there was no significant difference amongst all 3 age levels, (i.e. groups < 20, = 20 and > 20 years of age).

Table 7

Tukey HSD Results for Stress Relieving Strategies factors and different age groups

Dependent variable	(I) Age	(J) Age	Mean difference (I-J)	Std. error	Sig.	95% Confidence Interval
						Lower bound	Upper bound
SRS-1: Peer assistance and family support	< 20	= 20	0.03590	0.12744	0.957	–0.2639	0.3357
		> 20	–0.10256	0.12096	0.673	–0.3871	0.1820
	= 20	< 20	–0.03590	0.12744	0.957	–0.3357	0.2639
		> 20	–0.13846	0.10327	0.373	–0.3814	0.1045
	> 20	< 20	0.10256	0.12096	0.673	–0.1820	0.3871
		= 20	0.13846	0.10327	0.373	–0.1045	0.3814
SRS-2: Resorting to unfavorable practices	< 20	= 20	0.21270	0.13899	0.278	–0.1143	0.5397
		> 20	0.12913	0.13192	0.591	–0.1812	0.4395
	= 20	< 20	–0.21270	0.13899	0.278	–0.5397	0.1143
		> 20	–0.08357	0.11263	0.739	–0.3485	0.1814
	> 20	< 20	–0.12913	0.13192	0.591	–0.4395	0.1812
		= 20	0.08357	0.11263	0.739	–0.1814	0.3485
SRS-3: Withdrawal symptoms and delegating job to others	< 20	= 20	0.25878	0.13218	0.124	–0.0522	0.5697
		> 20	0.01513	0.12546	0.992	–0.2800	0.3103
	= 20	< 20	–0.25878	0.13218	0.124	–0.5697	0.0522
		> 20	–0.24365	0.10711	0.061	–0.4956	0.0083
	> 20	< 20	–0.01513	0.12546	0.992	–0.3103	0.2800
		= 20	0.24365	0.10711	0.061	–0.0083	0.4956
SRS-4: Procrastination	< 20	= 20	0.06329	0.13930	0.893	–0.2644	0.3910
		> 20	0.02302	0.13222	0.983	–0.2880	0.3341
	= 20	< 20	–0.06329	0.13930	0.893	–0.3910	0.2644
		> 20	–0.04028	0.11288	0.932	–0.3058	0.2253
	> 20	< 20	–0.02302	0.13222	0.983	–0.3341	0.2880
		= 20	0.04028	0.11288	0.932	–0.2253	0.3058
SRS-5: Resorting to stress alleviation techniques	< 20	= 20	–0.00483	0.13076	0.999	–0.3124	0.3028
		> 20	0.05048	0.12411	0.913	–0.2415	0.3424
	= 20	< 20	0.00483	0.13076	0.999	–0.3028	0.3124
		> 20	0.05531	0.10596	0.861	–0.1940	0.3046
	> 20	< 20	–0.05048	0.12411	0.913	–0.3424	0.2415
		= 20	–0.05531	0.10596	0.861	–0.3046	0.1940

^*The mean difference is significant at the 0.05 level. ^***p < 0.001; ^**p < 0.01; ^*p < 0.05 Sig: Significance. Source: Author compilation.

Thus, the hypothesis H_1b: there is a significant difference in the Stress Relieving Strategies with respect to the different age groups has been rejected.

Table 8 projects the ANOVA results and shows there is a significant difference in perception of respondents in three of the five factors influencing stress relieving strategy based on engineering streams considered for analysis. This is: SRS-1: Peer assistance and family support, SRS-2: Resorting to unfavorable practices and SRS-4: Procrastination but for other factors i.e. SRS-3: Withdrawal symptoms and delegating job to others and SRS-5: Resorting to stress alleviation techniques the results didn’t reflect significant difference on stress relieving strategy with respect to engineering stream grouping. This shows there is more difference in perception of the respondents on the stress relieving strategy based on engineering stream grouping.

Table 8

ANOVA results factors influencing Stress Relieving Strategies engineering streams

		Sum of squares	df	Mean square	F	Sig.
SRS-1: Peer assistance and family support	Between groups	17.341	3	5.780	7.308	0.000^***
	Within groups	313.215	396	0.791
	Total	330.556	399
SRS-2: Resorting to unfavorable practices	Between groups	14.400	3	4.800	5.014	0.002^**
	Within groups	379.135	396	0.957
	Total	393.535	399
SRS-3: Withdrawal symptoms and delegating job to others	Between groups	0.292	3	0.097	0.107	0.956
	Within groups	359.092	396	0.907
	Total	359.384	399
SRS-4: Procrastination	Between groups	9.280	3	3.093	3.190	0.024^*
	Within groups	383.964	396	0.970
	Total	393.243	399
SRS-5: Resorting to stress alleviation techniques	Between groups	1.595	3	0.532	0.610	0.609
	Within groups	344.945	396	0.871
	Total	346.540	399

^***p < 0.001; ^**p < 0.01; ^*p < 0.05 [df: Degrees of freedom; F: F ratio; Sig: Significance]. Source: Author compilation.

Post-hoc Tukey was conducted to have clarity on the differences. The results are shown in Table 9. In case of SRS-1: Peer assistance and family support, SRS-2: Resorting to unfavorable practices and SRS-4: Procrastination there was a significant difference at all four levels of the engineering streams (i.e. Civil, Electronics and Communication, Computer and Mechanical Engineering).

Table 9

Tukey HSD results for Stress Relieving Strategies factors and different engineering stream groups

Dependent variable	(I) Stream	(J) Stream	Mean difference (I-J)	Std. error	Sig.	95% Confidence Interval
						Lower bound	Upper bound
SRS-1 : Peer assistance and family support	Civil	Computer	–0.54600^*	0.12577	0.000^***	–0.8705	–0.2215
		Electronics and Communication	–0.45600^*	0.12577	0.002^**	–0.7805	–0.1315
		Mechanical	–0.28200	0.12577	0.114	–0.6065	0.0425
	Computer	Civil	0.54600^*	0.12577	0.000^***	0.2215	0.8705
		Electronics and Communication	0.09000	0.12577	0.891	–0.2345	0.4145
		Mechanical	0.26400	0.12577	0.155	–0.0605	0.5885
	Electronics and Communication	Civil	0.45600^*	0.12577	0.002^**	0.1315	0.7805
		Computer	–0.09000	0.12577	0.891	–0.4145	0.2345
		Mechanical	0.17400	0.12577	0.510	–0.1505	0.4985
	Mechanical	Civil	0.28200	0.12577	0.114	–0.0425	0.6065
		Computer	–0.26400	0.12577	0.155	–0.5885	0.0605
		Electronics and Communication	–0.17400	0.12577	0.510	–0.4985	0.1505
SRS-2: Resorting to unfavorable practices	Civil	Computer	0.37040^*	0.13838	0.039^*	0.0134	0.7274
		Electronics and Communication	0.35330	0.13838	0.054	–0.0037	0.7103
		Mechanical	–0.03340	0.13838	0.995	–0.3904	0.3236
	Computer	Civil	–0.37040^*	0.13838	0.039^*	–0.7274	–0.0134
		Electronics and Communication	–0.01710	0.13838	0.999	–0.3741	0.3399
		Mechanical	–0.40380^*	0.13838	0.019^*	–0.7608	–0.0468
	Electronics and Communication	Civil	–0.35330	0.13838	0.054	–0.7103	0.0037
		Computer	0.01710	0.13838	0.999	–0.3399	0.3741
		Mechanical	–0.38670^*	0.13838	0.028^*	–0.7437	–0.0297
	Mechanical	Civil	0.03340	0.13838	0.995	–0.3236	0.3904
		Computer	0.40380^*	0.13838	0.019^*	0.0468	0.7608
		Electronics and Communication	0.38670^*	0.13838	0.028^*	0.0297	0.7437
SRS-3: Withdrawal symptoms and delegating job to others	Civil	Computer	0.05030	0.13467	0.982	–0.2971	0.3977
		Electronics and Communication	–0.02000	0.13467	0.999	–0.3674	0.3274
		Mechanical	–0.00990	0.13467	1.000	–0.3573	0.3375
	Computer	Civil	–0.05030	0.13467	0.982	–0.3977	0.2971
		Electronics and Communication	–0.07030	0.13467	0.954	–0.4177	0.2771
		Mechanical	–0.06020	0.13467	0.970	–0.4076	0.2872
	Electronics and Communication	Civil	0.02000	0.13467	0.999	–0.3274	0.3674
		Computer	0.07030	0.13467	0.954	–0.2771	0.4177
		Mechanical	0.01010	0.13467	1.000	–0.3373	0.3575
	Mechanical	Civil	0.00990	0.13467	1.000	–0.3375	0.3573
		Computer	0.06020	0.13467	.970	–0.2872	0.4076
		Electronics and Communication	–0.01010	0.13467	1.000	–0.3575	0.3373
SRS-4: Procrastination	Civil	Computer	–0.40880^*	0.13926	0.018*	–0.7681	–0.0495
		Electronics and Communication	–0.31600	0.13926	0.107	–0.6753	0.0433
		Mechanical	–0.20630	0.13926	0.450	–0.5656	0.1530
	Computer	Civil	0.40880^*	0.13926	0.018*	0.0495	0.7681
		Electronics and Communication	0.09280	0.13926	0.910	–0.2665	0.4521
	Mechanical	0.20250	0.13926	0.466	–0.1568	0.5618
	Electronics and Communication	Civil	0.31600	0.13926	0.107	–0.0433	0.6753
		Computer	–0.09280	0.13926	0.910	–0.4521	0.2665
		Mechanical	0.10970	0.13926	0.860	–0.2496	0.4690
	Mechanical	Civil	0.20630	0.13926	0.450	–0.1530	0.5656
		Computer	–0.20250	0.13926	0.466	–0.5618	0.1568
		Electronics and Communication	–0.10970	0.13926	0.860	–0.4690	0.2496
SRS-5: Resorting to stress alleviation techniques	Civil	Computer	0.06500	0.13199	0.961	–.2755	0.4055
		Electronics and Communication	–0.11000	0.13199	0.839	–0.4505	0.2305
		Mechanical	–0.03500	0.13199	0.993	–0.3755	0.3055
	Computer	Civil	–0.06500	0.13199	0.961	–0.4055	0.2755
		Electronics and Communication	–0.17500	0.13199	0.547	–0.5155	0.1655
		Mechanical	–0.10000	0.13199	0.873	–0.4405	0.2405
	Electronics and Communication	Civil	0.11000	0.13199	0.839	–0.2305	0.4505
		Computer	0.17500	0.13199	0.547	–0.1655	0.5155
		Mechanical	0.07500	0.13199	0.941	–0.2655	0.4155
	Mechanical	Civil	0.03500	0.13199	0.993	–0.3055	0.3755
		Computer	0.10000	0.13199	0.873	–0.2405	0.4405
		Electronics and Communication	–0.07500	0.13199	0.941	–0.4155	0.2655

^*. The mean difference is significant at the 0.05 level. ^***p < 0.001; ^**p < 0.01; ^*p < 0.05. Sig: Significance; Source: Author compilation.

Thus, the hypothesis H_1c: there is a significant difference in the stress relieving strategy with respect to the different engineering stream groups has been partially accepted.

ANOVA results reflect that there is no significant difference in perception of respondents in any of the five factors influencing Stress Relieving Strategies based on university groups considered for analysis. The results are as shown in Table 10. This for SRS-1: Peer assistance and family support, SRS-2: Resorting to unfavorable practices, SRS-3: Withdrawal symptoms and delegating job to others, SRS-4: Procrastination, SRS-5: Resorting to stress alleviation techniques the results didn’t reflect significant difference on Stress Relieving Strategies with respect to university grouping. This shows there is similarity of perception of the respondents on the Stress Relieving Strategies based on university grouping.

Table 10

ANOVA results for factors influencing Stress Relieving Strategies based on nature of the university

		Sum of squares	df	Mean square	F	Sig.
SRS-1: Peer assistance and family support	Between groups	0.336	1	0.336	0.405	0.525
	Within groups	330.220	398	0.830
	Total	330.556	399
SRS-2: Resorting to unfavorable practices	Between groups	0.466	1	0.466	0.472	0.493
	Within groups	393.069	398	0.988
	Total	393.535	399
SRS-3: Withdrawal symptoms and delegating job to others	Between groups	0.010	1	0.010	0.011	0.917
	Within groups	359.375	398	0.903
	Total	359.384	399
SRS-4: Procrastination	Between groups	0.135	1	0.135	0.137	0.712
	Within groups	393.108	398	0.988
	Total	393.243	399
SRS-5: Resorting to stress alleviation techniques	Between groups	0.010	1	0.010	0.011	0.915
	Within groups	346.530	398	0.871
	Total	346.540	399

^***p < 0.001; ^** p < 0.01; ^*p < 0.05 [df: Degrees of freedom; F: F ratio; Sig: Significance]. Source: Author compilation.

Thus, the hypothesis H_1d: there is a significant difference in the Stress Relieving Strategies with respect to the different university groups has been rejected.

5 Discussion

Regarding strategies to manage stress, researchers come out with diverse ways to tackle this. Some researchers focus on enhancing the co-curricular activities like games, promoting societies where students can give vent to their energies by pursuing the activities of their choice. Shaikh et al., (2004) reported that sports, music and hanging out with friends were common coping strategies for reducing stress [2]. These strategies by relieving stress could enable them to pursue studies with increased concentration. A healthy lifestyle is an essential companion to any stress-reduction program. Scientists focused on professionalization of management [32]. High level of stress is likely to ultimately affect the health of the students [3]. Effective time management strategies are frequently suggested by academic assistance personnel as aids to enhance achievement for college students and to improve academic performance [4, 39]. There are other researchers which suggest yoga and meditation to cope with this issue. In this study the focus was on these exercises to reduce stress amongst engineering students.

Stress management is a combination of exercise programs, viz. meditation, yogic postures, relaxation techniques, behavior and attitude modification therapies and change in lifestyle [40]. A very important aspect to manage the stress in one’s life is to change the attitude. This means one must have a positive attitude, i.e. one should always think positive. Stress management is not a ritual rather it is a holistic system that balances one’s physical, psychological, emotional and spiritual well-being. It helps to attain better state of concentration, peace, operational efficiency and patience. Social scientists explored the relationship between three types of organizational justice, namely, distributive, procedural and interactional justice and workplace and personal outcomes of service sector employees [33]. Also the research was done on stress monitoring through non-invasive instrumental analysis [35 –38].

Nauriyal, Drummond and Lal demonstrated to lead contented and peaceful life by adopting the Buddhist principles [34]. These principles will help to attain deeper understanding of human behavior. Yoga is a bliss to lead healthy life full of enthusiasm [5]. Meditation is considered to be the seventh element of Ashtanga [6]. It is a state of alert rest as stated by Maharishi Mahesh Yogi [7], who founded a new technique of meditation, popularly known as transcendental meditation. By practicing yoga, a person is supposed to reach a state of mental calmness, where responses to favorable or unfavorable external events are well under the individual’s control and responses are moderate in intensity [8]. The science of yoga is a powerful stream of knowledge, which enables the practitioners to achieve radiant physical health, serene mind, continues spiritual uplift and creates the ability for harmonious social living [9].

The factor analysis exposed various factors that influence the SRS. The study has projected the effects of academic stress on gender, age, engineering streams, nature of universities. It is also found that the SRS in students is partially influenced by engineering streams and gender of the engineering students.

6 Implications of the study

It is time to think intensely about implementation of SRS to relieve stress, as due to rise in stress of engineering students there will be many other problems. All the stakeholders i.e. students, parents and teachers will benefit, as they can get insight into various SRS and they will possess knowledge as to which strategies are important and need to be focused. Stress can severally hamper academic performance as well influence life in numerous ways. The study will also be tremendous valuable for students from other streams too. The recommended techniques can be espoused for handling stress in all educational institutions.

7 Conclusion

The results of the study highlight that there is similarity of perception regarding Stress Relieving Strategies on the basis of gender. But on the basis of different age groups similarity of perception was not reflected through results. A significant difference in the stress relieving strategies with respect to the different engineering stream groups has been observed partially. For different university groups also this was not found effective.

Limitations of the study

The current study has some limitations. It is done on engineering graduates. It can be extended to management and medicine graduates to get deeper insights. Physiological parameters like blood pressure, Galvanic Skin Response (GSR) could also be encompassed to enhance results. It is time to contemplate passionately about monitoring and handling the students’ stress as it is foremost source of unrest in them.

Conflict of interest

None to report.

Footnotes

Appendix I

This scale consists of 19 items describing the stress in your institution/ college /personal life from the various sources. The level of stress you feel for each item can be indicated by marking a tick mark (√)

S. No.	Kindly rate the following factors causing stress from 1 – 5 in the order of priority with 1 being least and 5 as highest	1	2	3	4	5
	Stress Relieving Strategy Questions (19)	1	2	3	4	5
1.	Eat, Smoke or chew gum	1	2	3	4	5
2.	Look at the problem objectively	1	2	3	4	5
3.	Seek comfort and help from family and friends	1	2	3	4	5
4.	Think through different ways to handle the situation	1	2	3	4	5
5.	Accept the situation as it is	1	2	3	4	5
6.	Day dream, fantasize	1	2	3	4	5
7.	Blame someone else for your problems	1	2	3	4	5
8.	Practice meditation and yoga as stress relievers	1	2	3	4	5
9.	Let someone else solve the problem	1	2	3	4	5
10.	Drink alcoholic beverages	1	2	3	4	5
11.	My friends / relatives remain ready to help me in the difficult times	1	2	3	4	5
12.	Resign yourself to the situation because things look hopeless	1	2	3	4	5
13.	Share with someone who has faced similar situation	1	2	3	4	5
14.	Go to sleep, figuring things will look better in the morning	1	2	3	4	5
15.	Withdraw from the situation	1	2	3	4	5
16.	Release tension with physical activity.	1	2	3	4	5
17.	Possess capacity to mould myself according to the circumstances	1	2	3	4	5
18.	Listen to music to release tension	1	2	3	4	5
19.	Resort to prayers and religious mantras to release tension	1	2	3	4	5

Source: Author Compilation.

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Elements of stress relieving strategies amongst engineering students

Abstract

BACKGROUND:

OBJECTIVE:

METHODS:

RESULTS:

CONCLUSIONS:

Keywords

1 Introduction

2 Stress

2.1 Causes of stress

2.2 Strategies for managing stress

2.3 Strategies to overcome stress

2.3.1 Deep breathing

2.3.2 Music

3 Population and sampling

3.1 Phase 1 (Selection of population)

3.2 Sample size determination

3.4 Demographic profile of respondents

3.5 Survey instrument

3.6 Reliability and validity

Table 3 Reliability statistics S. No. Items Factor name Cronbach Alpha 1. 19 Stress Relieving Strategy 0.744

3.8 Delimitations of the study

4 Results

6 Implications of the study

7 Conclusion

Limitations of the study

Conflict of interest

Footnotes

Appendix I

References

Table 3
Reliability statistics

S. No. Items Factor name Cronbach Alpha

1. 19 Stress Relieving Strategy 0.744